2024-03-28T17:37:14Zhttps://kuscholarworks.ku.edu/oai/requestoai:kuscholarworks.ku.edu:1808/245692019-04-12T14:21:12Zcom_1808_267col_1808_16907
Linear/Nonlinear Relations of Activity and Fitness with Children’s Academic Achievement
Hansen, David M.
Herrmann, Stephen D.
Lambourne, Kate
Lee, Jaehoon
Donnelly, Joseph E.
Academic Performance
Weschsler Individual Achievement Test
Accelerometer
Aerobic Fitness
Children
PACER
ABSTRACT: A growing research base suggests the benefits of physical activity (PA) and aerobic fitness for children extend beyond overall health/well-being to include academic achievement (AA). The majority of research studies on relations of PA and fitness with AA have utilized linear-only analytic approaches, thereby precluding the possibility that PA and fitness could have a differing impact on AA for those more/less active or fit. OBJECTIVE: Evaluate both linear and non-linear associations of PA and aerobic fitness with children’s AA among a sample of 687 2nd and 3rd grade students from 17 Midwest schools. STUDY DESIGN: Using baseline data (fall 2011) from a larger 3-year intervention trial, multi-level regression analyses examined the linear and non-linear associations of AA with PA and with PACER laps (i.e., aerobic fitness), controlling for relevant covariates. RESULTS: Fitness, but not PA, had a significant quadratic association with both spelling and math achievement. Results indicate that 22–28 laps on the PACER was the point at which the associated increase in achievement per lap plateaued for spelling and math. CONCLUSIONS: Increasing fitness could potentially have the greatest impact on children’s AA for those below the 50th fitness percentile on the PACER.
2017-06-22T16:03:20Z
2017-06-22T16:03:20Z
2017-06-22T16:03:20Z
2014-12
Article
Hansen, D. M., Herrmann, S. D., Lambourne, K., Lee, J., & Donnelly, J. E. (2014). Linear/Nonlinear Relations of Activity and Fitness with Children’s Academic Achievement. Medicine and Science in Sports and Exercise, 46(12), 2279–2285. http://doi.org/10.1249/MSS.0000000000000362
http://hdl.handle.net/1808/24569
10.1249/MSS.0000000000000362
PMC4211996
openAccess
Lippincott, Williams & Wilkins
oai:kuscholarworks.ku.edu:1808/111842018-12-21T18:07:38Zcom_1808_267col_1808_16907col_1808_16904
Capturing Implicit Policy from NCLB Test Type Assignments: Analysis of Characteristics and Performance of Students Taking Alternate Assessments Based on Modified Achievement Standards
Cho, Hyun-Jeong
Kingston, Neal Martin
This study examined the learner characteristics and performance scores of students in the 2009 alternate assessment-modified achievement standard for one Midwestern state. Comparing performance differences by disability category for each content area from the students' 2008 test type assignments and performance scores facilitated examining the appropriateness of the 2009 test type assignment. The results raise concerns because some students with disabilities seemed to have been inappropriately assigned to test type. Students with intellectual disabilities had the lowest performances across grade level and subject area. Limitations and implications of this study are discussed and suggestions for future research are offered. [ABSTRACT FROM AUTHOR]
2013-05-21T21:38:11Z
2013-05-21T21:38:11Z
2013-05-21T21:38:11Z
2011
Article
Cho, Hyun-Jeong and Kingston, Neal M. (2011) Capturing Implicit Policy from NCLB Test Type Assignments: Analysis of Characteristics and Performance of Students Taking Alternate Assessments Based on Modified Achievement Standards. Exceptional Children, 78.1, 58-72.
http://hdl.handle.net/1808/11184
en_US
openAccess
The Council for Exceptional Children
oai:kuscholarworks.ku.edu:1808/275002018-12-13T09:01:17Zcom_1808_267col_1808_16907
The Impact of Homogeneity of Answer Choices on Item Difficulty and Discrimination
Atalmis, Erkan Hasan
Kingston, Neal Martin
Multiple-Choice item
Item-writing guidelines
Homogeneity of answer choices
Test validity
Meta-Analysis
This study explored the impact of homogeneity of answer choices on item difficulty and discrimination. Twenty-two matched pairs of elementary and secondary mathematics items were administered to randomly equivalent samples of students. Each item pair comparison was treated as a separate study with the set of effect sizes analyzed using meta-analysis and a moderator analysis. The results show that multiple-choice (MC) items with homogeneous answer choices tend to be easier than MC items with nonhomogeneous answer choices, but the magnitude was related to item content (algebra vs. geometry) and answer choice construction strategy. For algebra items, items with homogeneous answer choices are easier than those with nonhomogeneous answer choices. However, the difficulty of geometry items with homogeneous and nonhomogeneous is not statistically different. Taking into account answer choice construction strategy, the findings showed that items with homogeneous answer choices were easier than items with nonhomogeneous answer choices when different strategy was applied. However, the same construction strategy was applied; thus, the difficulty of items with homogeneous answer choices and nonhomogeneous answer choices was not statistically different. In addition, we found that item discrimination does not significantly change across MC items with homogeneous and nonhomogeneous answer choices.
2018-12-12T17:31:20Z
2018-12-12T17:31:20Z
2018-12-12T17:31:20Z
2018-02-14
Article
Atalmis, E. H., & Kingston, N. M. (2018). The Impact of Homogeneity of Answer Choices on Item Difficulty and Discrimination. SAGE Open, 8(1), 2158244018758147.
http://hdl.handle.net/1808/27500
10.1177/2158244018758147
https://creativecommons.org/licenses/by/4.0/
openAccess
This article is distributed under the terms of the Creative Commons Attribution 4.0 License which permits any use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages (https://us.sagepub.com/en-us/nam/open-access-at-sage).
Turkish Journal of Education
oai:kuscholarworks.ku.edu:1808/261062018-07-23T17:43:08Zcom_1808_1260com_1808_267col_1808_1952col_1808_16907
Depression and PTSD as Predictors of Dementia and Other Cognitive Disorders among Veterans based on Race and Sex
Bhattarai, Jackie
Multon, Karen D
Duan, Changming
Krieshok, Tom
McDonald, Thomas
Oehlert, Mary
Psychology
Gerontology
Mental health
cognitive impairment
dementia
depression
PTSD
race
sex
In the literature, depression (especially major depressive disorder [MDD]) and posttraumatic disorder (PTSD) have been known to significantly increase individuals’ risk for dementia. Dementia affects 5 to 7 percent of the population across the world. Compared to the general U.S. population, the Veteran population experiences significantly greater risk factors associated with dementia and other forms of cognitive impairment. As this population continues to age and diversify in the upcoming years, risk factors specific to their circumstances must be examined. Importantly, similar patterns of health disparities that persist in the general population among men, women, and different racial groups, also exist among the Veteran population. Thus, despite minimization of financial barriers in VA healthcare systems, there are still certain groups with a greater likelihood of developing certain diseases. The aim of this study was to examine MDD and PTSD as predictors of dementia and other forms of cognitive impairment (cognitive impairment not demented [CIND]) among Veterans aged ≥ 60 years (N = 4,800) with sex and race analyzed as potential moderators. Hierarchical and backward logistic regression analyses were conducted to determine significant predictors of dementia/CIND. When controlling for the other, a history of MDD and PTSD both were associated with almost double the risk for developing dementia/CIND. Moreover, when a history of MDD was indicated, Black Veterans’ risk of dementia/CIND increased almost twofold. Additional findings and implications are also discussed.
2018-03-09T21:01:32Z
2018-03-09T21:01:32Z
2018-03-09T21:01:32Z
2017-05-31
Dissertation
http://dissertations.umi.com/ku:14714
http://hdl.handle.net/1808/26106
https://orcid.org/0000-0002-0536-4204
en
openAccess
Copyright held by the author.
University of Kansas
oai:kuscholarworks.ku.edu:1808/340392023-03-11T07:05:33Zcom_1808_267col_1808_16907
A Confirmatory Factor Analysis of the ‘Return to Duty Readiness Questionnaire’
Cooper, Carly
Frey, Bruce
Long, Haiying
Day, Charles
Return to Duty Readiness Questionnaire
Military
Factor structure
Musculoskeletal pain
The Readiness to Return to Duty Questionnaire (RDRQ) is a recently developed screening instrument for detecting fear-avoidance behavior in a military musculoskeletal pain population. The RDRQ was developed based on the Fear-Avoidance Model which postulates four factors resulting in overall fear-avoidance behavior. While research investigating the factor structure of the RDRQ does not exist, research investigating the factor structure of other measures of fear avoidance have found evidence of one and two factor solutions. In the present paper we assess the adequacy of the proposed factor structure of the RDRQ using confirmatory factor analysis. The results favor a three-factor model. Theoretical implications for research using the RDRQ are discussed.
2023-03-10T16:32:24Z
2023-03-10T16:32:24Z
2023-03-10T16:32:24Z
2022-12-23
Article
Cooper, C.; Frey, B.; Long, H.; Day, C. A Confirmatory Factor Analysis of the ‘Return to Duty Readiness Questionnaire’. Healthcare 2023, 11, 41. https://doi.org/10.3390/healthcare11010041
https://hdl.handle.net/1808/34039
10.3390/healthcare11010041
PMC9818495
http://creativecommons.org/licenses/by/4.0/
openAccess
© 2022 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license.
MDPI
oai:kuscholarworks.ku.edu:1808/133672018-02-14T18:03:04Zcom_1808_267col_1808_16907
Use of the Classroom Management Link System (CMLS) Across Multiple Classrooms
Lee, Steven W.
Shepard, Courtney
Classroom management
Behavior problems
Classroom intervention
The purpose of this study was to determine the effect of the Classroom Management Link System (CMLS) across classrooms using a multiple baseline design. CMLS is a preventive system that uses rule development, self-monitoring, goal setting and increased positive teacher feedback to prevent disruptive classroom behavior and increase academic engaged time. Baseline data on off-task and disruptive behavior was taken in each classroom until CMLS was implemented. CMLS was implemented after three weeks of collecting baseline data in Classroom One and six weeks of collecting baseline data in Classroom Two. Each teacher completed surveys on non-academic factors impacting their classroom and their own classroom management skills. These surveys were completed at the time CMLS was implemented in each classroom as well as at the end of the study. An additional survey was administered at the end of the study to measure the acceptability of the intervention. The results suggest that the intervention had a large effect on off-task behavior and a small to moderate effect on disruptive behavior. Mixed results were found for each of the surveys. Results on the acceptability of the intervention were also mixed.
2014-03-25T14:15:54Z
2014-03-25T14:15:54Z
2014-03-25T14:15:54Z
2013-08-01
Presentation
Lee, S.W. & Shepard, C. (2013, August). Use of the Classroom Management Link System (CMLS) across multiple classrooms. Poster session presented at the 121st annual convention of the American Psychological Association, Honolulu, Hawaii.
http://hdl.handle.net/1808/13367
en_US
openAccess
American Psychological Association
oai:kuscholarworks.ku.edu:1808/294622020-01-30T19:55:33Zcom_1808_267com_1808_11673col_1808_16907col_1808_11675
Development of self-control in early childhood— a growth mixture modeling approach
Pan, Qianqian
Zhu, Qingqing
Elmer, Stefan
self-control
growth mixture modeling
developmental trajectory
Risk factors
Self-control emerges in early childhood and is shown to be strongly related to poor adulthood outcomes. The development of self-control was long believed to be homogeneous among individuals and stable in rank. The purpose of the current study was to (1) examine if multiple growth trajectories of self-control existed in early childhood by using growth mixture modeling approach, (2) investigate if growth trajectories of self-control were the function of child, family, and school characteristics. Using data from the Early Childhood Longitudinal Study-Kindergarten Cohort of 2011 (ECLS-K:2011), we found (1) three distinct growth trajectories of self-control existed in the ECLS-K sample, namely, the high, medium, and low level of self-control; (2) self-control levels in all groups were relatively stable during early childhood; (3) teacher expectation and teacher-student relationship significantly predicted growth trajectories of self-control above and beyond certain child and family characteristics.
2019-08-30T18:26:37Z
2019-08-30T18:26:37Z
2019-08-30T18:26:37Z
2018-11-04
Article
Pan, Q., & Zhu, Q. (2018). Development of self-control in early childhood—a growth mixture modeling approach. Cogent Psychology, 5(1), 1544537. https://doi.org/10.1080/23311908.2018.1544537
http://hdl.handle.net/1808/29462
10.1080/23311908.2018.1544537
https://orcid.org/0000-0002-8675-0165
openAccess
© 2018 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license.
You are free to: Share — copy and redistribute the material in any medium or format. Adapt — remix, transform, and build upon the material for any purpose, even commercially. The licensor cannot revoke these freedoms as long as you follow the license terms. Under the following terms: Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. No additional restrictions You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
Cogent OA
oai:kuscholarworks.ku.edu:1808/259702018-04-12T18:21:55Zcom_1808_1260com_1808_267col_1808_1952col_1808_16907
Detection of Attribute Hierarchies and Classification Accuracy: the Value of the Hierarchical Diagnostic Classification Model in Formative Assessment Practices
McJunkin, Linette M.
Poggio, John
Templin, Jonathan
Skorupski, William
Embretson, Susan
Thomas, Kelly
Broaddus, Angela
Educational tests & measurements
Educational psychology
Attribute Hierarchies
Cognitive Diagnostic Assessment
Formative Assessment
The assumption that learning occurs sequentially, or in steps, is a common consideration in K12 education. As the landscape of student education continues to advance, driven by efforts to incorporate tools that offer educators and students feedback capable of identifying areas a student is excelling or struggling in, cognitive diagnostic models are emerging as potentially effective and efficient tools. Despite the value of diagnostic models, there are concerns regarding the application of these models when as learning hierarchy is present or theorized; applying nonhierarchical cognitive diagnostic models when an attribute hierarchy is present or applying hierarchical cognitive diagnostic models when an attribute hierarchy is not present influences the classification accuracy of the models. This study was designed to evaluate the efficiency of the HDCM in statistically testing for an attribute hierarchy, therein providing researchers with evidence and support for subsequent model application. By evaluating the results from a formative assessment designed based on the structure of a theorized attribute hierarchy, this study highlighted the model fit variations and student classification differences. The results of this study indicate that the HDCM does in fact provide a means for researchers to investigate the presence of a theorized hierarchy. Additionally, this study highlights the potential classification differences noted between models.
2018-02-18T19:34:08Z
2018-02-18T19:34:08Z
2018-02-18T19:34:08Z
2017-05-31
Dissertation
http://dissertations.umi.com/ku:15175
http://hdl.handle.net/1808/25970
en
openAccess
Copyright held by the author.
University of Kansas
oai:kuscholarworks.ku.edu:1808/334612022-09-14T08:01:06Zcom_1808_267col_1808_16907
The Effect of Concerns About COVID-19 on Anxiety, Stress, Parental Burnout, and Emotion Regulation: The Role of Susceptibility to Digital Emotion Contagion
Prikhidko, Alena
Long, Haiying
Wheaton, Michael G.
COVID-19
Parental burnout
Concern about COVID-19
Digital emotion contagion
Emotion regulation
Background and aims: The COVID-19 pandemic has caused social and economic turmoil, which has led to enormous strain for many families. Past work with pandemic outbreaks suggests that media attention can increase anxiety and compensatory behaviors. Social isolation can lead to increase in online communication and parents who use social media may be affected by other people's emotions online through what is known as digital emotion contagion (DEC). The current study aimed to examine the role of DEC in the relationship between stress, concern about COVID-19, parental burnout and emotion regulation (ER).
Methods: In April 2020, an online survey was advertised in Social Media Parenting Groups and published on FIU Psychology online research system SONA. Data were analyzed using correlational analysis, linear and multiple linear regression, and moderation analysis.
Results: Concern about COVID-19 predicted stress, depression, and parental burnout. Susceptibility to DEC significantly increased the impact of stress on parental burnout. Having relatives infected with COVID-19 increased the effect of DEC on parental burnout. A higher level of ER buffered the relationship between emotion contagion and concern about COVID-19.
Conclusion: These findings suggest that susceptibility to digital emotion contagion may have a negative effect on parents. Digital emotion contagion may increase parental burnout and is tied to stress.
2022-09-13T17:55:37Z
2022-09-13T17:55:37Z
2022-09-13T17:55:37Z
2020-12-18
Article
Prikhidko A, Long H and Wheaton MG (2020) The Effect of Concerns About COVID-19 on Anxiety, Stress, Parental Burnout, and Emotion Regulation: The Role of Susceptibility to Digital Emotion Contagion. Front. Public Health 8:567250. doi: 10.3389/fpubh.2020.567250
http://hdl.handle.net/1808/33461
10.3389/fpubh.2020.567250
http://creativecommons.org/licenses/by/4.0/
openAccess
© 2020 Prikhidko, Long and Wheaton. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY).
Frontiers Media
oai:kuscholarworks.ku.edu:1808/280222020-10-12T14:11:01Zcom_1808_267com_1808_1260col_1808_16907col_1808_1951
Utilizing Multidimensional Item Response Theory to Examine Social Capital
Zhang, Jihong
Peyton, Vicki
Templin, Jonathan
Peyton, Vicki
Templin, Jonathan
Hansen, David M.
Educational tests & measurements
Educational sociology
IRT
measurement
social capital
This study introduces the use of mixed-format multidimensional item response theory (MIRT) analysis for assessing the latent factor structure of the Social Capital Rating Scale (SCRS). The rating scale, an instrument developed for measuring the parent involvement and the peer network of high school students, contains twenty-two items selected from the student questionnaire of the National Educational Longitudinal Study (NELS:88) Database. The psychometric properties and dimensionality of the scale are evaluated with MIRT framework. Using the sample of grade eight students from NELS:88 (N = 27,394), the two-factor structure of the SCRS (factor 1: within-family social capital; factor 2: peer social capital) was confirmed with the two-parameter IRT model (2PL): RMSEA = 0.049, CFI = 0.915, TLI = 0.905, SRMSR = 0.057. Discussion includes methodological implications for social capital scale, focusing on assessment of measurement invariance in differential item functioning etc.
2019-05-18T20:17:40Z
2019-05-18T20:17:40Z
2019-05-18T20:17:40Z
2018-12-31
Thesis
http://dissertations.umi.com/ku:16268
http://hdl.handle.net/1808/28022
https://orcid.org/0000-0003-2820-3734
en
openAccess
Copyright held by the author.
University of Kansas
oai:kuscholarworks.ku.edu:1808/117982018-02-14T18:06:50Zcom_1808_224com_1808_267col_1808_18181col_1808_16907
Preschool Children's Attention to Environmental Messages about Groups: Social Categorization and the Origins of Intergroup Bias
Patterson, Meagan M.
Bigler, Rebecca S.
The present study was designed to examine the effects of adults’ labeling and use of social groups on preschool children’s intergroup attitudes. Children (N = 87, aged 3 to 5) attending daycare were given measures of classification skill and self-esteem and assigned to membership in a novel (“red” or “blue”) social group. In experimental classrooms, teachers used the color groups to label children and organize the classroom. In control classrooms, teachers ignored the color groups. After three weeks, children completed multiple measures of intergroup attitudes. Results indicated that children in both types of classrooms developed ingroup-biased attitudes. As expected, children in experimental classrooms showed greater ingroup bias on some measures than children in control classrooms.
2013-09-09T18:10:49Z
2013-09-09T18:10:49Z
2013-09-09T18:10:49Z
2006
Article
Patterson, Meagan M. (2006) Preschool children’s attention to environmental messages about groups: Social categorization and the origins of intergroup bias. Child Development, 77, 847-860.
http://hdl.handle.net/1808/11798
10.1111/j.1467-8624.2006.00906.x
en
openAccess
Wiley-Blackwell
oai:kuscholarworks.ku.edu:1808/239332018-09-20T19:38:59Zcom_1808_1260com_1808_267col_1808_1952col_1808_16907
A CLOSER LOOK AT THE REVISED CHILDREN’S MANIFEST ANXIETY SCALE, SECOND EDITION (RCMAS-2) PERFORMANCE ANXIETY CLUSTER
McGovern, Jamie
Lowe, Patricia A
Hansen, David M
Mendenhall, Amy N
Coder Mikinski, Tamara
Reynolds, Matthew R.
Psychology
Educational psychology
Educational tests & measurements
construct validity
elementary and secondary students
performance anxiety
reliability
Revised Children's Manifest Anxiety Scale-Second Edition
The present study explored the Revised Children’s Manifest Anxiety Scale-Second Edition (RCMAS-2) Performance Anxiety cluster for the possibility of construct bias across gender and age, latent mean differences across gender and age groups, internal consistency reliability for its scores with a U.S. sample, and convergent evidence of validity for its scores with a sample of 1,002 students, ages 7 to 19 years. Confirmatory factor analysis (CFA) results supported a one-factor structure for the Performance Anxiety cluster. The preponderance of the evidence from CFA and reliability methods suggested bias did not exist across gender and age groups. Latent means comparisons showed that females and older students reported higher levels of performance anxiety in comparison to males and younger students. In addition, the results indicated that the Performance Anxiety cluster’s scores have acceptable internal consistency reliability and that there is convergent evidence for the validity of the cluster’s scores. Limitations, future research directions, and practical implications of the study are discussed.
2017-05-07T16:58:46Z
2017-05-07T16:58:46Z
2017-05-07T16:58:46Z
2016-08-31
Dissertation
http://dissertations.umi.com/ku:14726
http://hdl.handle.net/1808/23933
en
openAccess
Copyright held by the author.
University of Kansas
oai:kuscholarworks.ku.edu:1808/111962018-02-14T18:13:42Zcom_1808_267col_1808_16907
Strong words or moderate words: A comparison of the reliability and validity of responses on attitude scales
Frey, Bruce B.
Edwards, Lisa M.
Attitude scales
Reliabilty
Validity
A common assumption in attitude measurement is that items should be composed of strongly worded statements. The presumed benefit of strongly worded statements is that they produce more reliable and valid scores than statements with moderate or weak wording. This study tested this assumption using commonly accepted criteria for reliability and validity. Two forms of attitude scales were created--a strongly worded form and a moderately worded form--measuring two attitude objects--attitude towards animal experimentation and attitude towards going to the movies. Different formats were randomly administered to samples of graduate students. There was no superiority found for strongly worded statements over moderately worded statements. The only statistically significant difference was found between one pair of validity coefficients (r = 0.69; r = 0.15; Z = 2.60, p [less than or equal to] 0.01) and that was in the direction opposite from expected, favoring moderately worded items over strongly worded items (total scores correlated with a general behavioral item).
2013-05-22T18:50:32Z
2013-05-22T18:50:32Z
2013-05-22T18:50:32Z
2011
Article
Frey, Bruce B. and Edwards, Lisa M. (2011) Strong words or moderate words: A comparison of the reliability and validity of responses on attitude scales. Psychology, 2.1, 199-202. http://dx.doi.org/10.4236/psych.2011.21008
http://hdl.handle.net/1808/11196
10.4236/psych.2011.21008
en_US
openAccess
Scientific Research Publishing
oai:kuscholarworks.ku.edu:1808/295022019-11-05T23:51:42Zcom_1808_267com_1808_1260col_1808_16907col_1808_1951
The Impact of Entrepreneurship Education Programs on Entrepreneurship Intention: Updating the Field of Entrepreneurship Education
Alanazi, Ahmed
Templin, Jonathan
Templin, Jonathan
Zhao, Yong
Kingston, Neal
Educational psychology
Entrepreneurship
Educational Programs
Entrepreneurial Intention
Entrepreneurial Spirit
Entrepreneurship
Meta-Analysis
Theory of Planned Behaviors
Entrepreneurship education programs have had an increasing presence in higher education institutions in the last few years. Despite their popularity and the rapid growth of these programs locally and internationally, the extent of their impact on entrepreneurship intention is still unclear. Thus, research findings continue to create conflict among researchers. This thesis meta-analyzed 47 effect sizes from 38 studies published from 2014 to 2018 to reveal the impact of entrepreneurship education on entrepreneurship intention in higher education settings. The results show clear evidence that entrepreneurship education affects entrepreneurship intention, the weighted mean effect size was found to be = .313 (lower limit = 0.262, upper limit = .364). Higher education institutions and government agencies should focus on these types of education programs to support the economy, innovation, and start-up businesses, and to attract companies locally. Discussion and research limitations are discussed in this thesis.
2019-09-03T22:41:48Z
2019-09-03T22:41:48Z
2019-09-03T22:41:48Z
2019-05-31
Thesis
http://dissertations.umi.com/ku:16341
http://hdl.handle.net/1808/29502
en
openAccess
Copyright held by the author.
University of Kansas
oai:kuscholarworks.ku.edu:1808/261392018-04-19T19:46:46Zcom_1808_1260com_1808_267col_1808_1952col_1808_16907
Modeling Panelist Consistency in Bookmark Standard-Setting Studies
Fitzpatrick, Joseph
Skorupski, William P.
Kingston, Neal
Peyton, Vicki
Templin, Jonathan
Wolf-Wendel, Lisa
Educational tests & measurements
Educational psychology
Bayesian
Bookmark
Standard-setting
The purpose of this study is to develop a psychometrics of standard-setting for the Bookmark standard-setting procedure. Using simulated and real data, the error variance of Bookmark cutscores is modeled as a function of both within-group and between-group variance. Fully Bayesian methods are then used to estimate the total error variance associated with Bookmark cutscores. The results of the study suggest that the estimates of error variance for the proposed method tend to be larger than those calculated using traditional methods. Consequently, the confidence intervals were more likely to include the “true” cutscore in the simulation study. Because the result of a standard-setting study is almost always a recommendation rather than a final cutscore, one goal is to provide policymakers with a more accurate representation of the amount of uncertainty around a panel’s recommendation.
2018-03-09T22:00:54Z
2018-03-09T22:00:54Z
2018-03-09T22:00:54Z
2017-12-31
Dissertation
http://dissertations.umi.com/ku:15705
http://hdl.handle.net/1808/26139
en
openAccess
Copyright held by the author.
University of Kansas
oai:kuscholarworks.ku.edu:1808/341632023-05-12T06:05:49Zcom_1808_267col_1808_16907
From single attitudes to belief systems: Examining the centrality of STEM attitudes using belief network analysis
Quintana, Rafael
STEM
Attitudes
Belief systems
Networks
Causal discovery
Many achievement and motivation theories claim that a specific set of beliefs, interests or values plays a central role in determining career choice and behavior. In order to investigate how attitudes determine behaviors, researchers generally investigate each attitude in isolation. This article argues that studying belief systems rather than single attitudes has several explanatory advantages. In particular, a system-level approach can provide clear definitions and measures of attitude importance. Using a nationally representative sample of 13,283 9th graders and measures of 136 STEM-related attitudes, I implement a belief network analysis to investigate which attitudes are most influential in determining STEM career choice. The results suggest that identity beliefs, educational expectations and ability-related beliefs play central roles in individuals’ belief systems.
2023-05-11T15:16:25Z
2023-05-11T15:16:25Z
2023-05-11T15:16:25Z
2023-04-07
Article
Rafael Quintana, From single attitudes to belief systems: Examining the centrality of STEM attitudes using belief network analysis, International Journal of Educational Research, Volume 119, 2023, 102179, ISSN 0883-0355, https://doi.org/10.1016/j.ijer.2023.102179.
https://hdl.handle.net/1808/34163
10.1016/j.ijer.2023.102179
https://creativecommons.org/licenses/by-nc-nd/4.0
openAccess
© 2023 The Author(s). Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license.
Elsevier
oai:kuscholarworks.ku.edu:1808/280352019-08-27T18:09:08Zcom_1808_1260com_1808_267col_1808_1952col_1808_16907
Youth—Adult Partnerships in an Out-of-School-Time Program: An Exploration of Power, Safety, and Respect
Crawford, Michael
Hansen, David M
Patterson, Meagan
Frey, Bruce
Ng, Jennifer C
Fry, Mary
Educational psychology
Adolescent Development
Afterschool Programs
Informal Learning
Non-formal Learning
Today’s youth are not being effectively prepared to navigate school, work, and life as adults (e.g., Symonds, Schwartz, & Ferguson, 2011). Where schools have fallen short in their preparatory capacities, out-of-school-time programs (OSTPs) have shown promise in helping equip young people for adult life (e.g., Larson, Hansen, & Walker, 2005). Moreover, within OSTPs, youth—adult partnerships (YAPs) have demonstrated the potential to serve as a transformative developmental model for youth (e.g., Zeldin & Collura, 2010). Building on existing research on OSTPs and YAPs, and using a mixed-methods approach, I examined the experiences youth and adults had in an OSTP that was identified as a model of YAPs. Interviews, observations, and survey responses yielded findings related to power, psychological safety, adults serving youth, and the specialness of the OSTP. Both youth and adults exerted power, though adults had more than the literature would have predicted. The environment where youth and adults engaged in YAPs was psychologically-safe, which played an important role in the overall experiences of youth and adults. Despite anticipating a thoroughly egalitarian environment, I came to understand how adults served youth in a range of ways and how relentlessly adults strived to yield power to youth. Ultimately, youth and adults described how the OSTP was special and unique, especially compared to school. Together, these results imply that the existing conceptualization of YAPs needs to be more adequately grounded in the practical realities of OSTPs and that subsequent research should be conducted to more deeply understand the dynamism of youth—adult relations, in general, and YAPs, in particular.
2019-05-18T20:49:03Z
2019-05-18T20:49:03Z
2019-05-18T20:49:03Z
2018-12-31
Dissertation
http://dissertations.umi.com/ku:16225
http://hdl.handle.net/1808/28035
en
openAccess
Copyright held by the author.
University of Kansas
oai:kuscholarworks.ku.edu:1808/275682020-10-08T16:02:20Zcom_1808_1260com_1808_267col_1808_1952col_1808_16907
Evaluating Model Estimation Processes for Diagnostic Classification Models
Thompson, William
Kingston, Neal
Templin, Jonathan
Skorupski, William
Nash, Brooke
Johnson, Paul
Educational tests & measurements
Educational psychology
Quantitative psychology
diagnostic classification models
log-linear cognitive diagnosis model
model reduction
Monte Carlo simulation
Diagnostic classification models (DCMs) are a class of models that define respondent ability on a set of predefined categorical latent variables. In recent years, the popularity of these models has begun to increase. As the community of researchers of practitioners of DCMs grow, it is important to examine the implementation of these models, including the process of model estimation. A key aspect of the estimation process that remains unexplored in the DCM literature is model reduction, or the removal of parameters from the model in order to create a simpler, more parsimonious model. The current study fills this gap in the literature by first applying several model reduction processes on a real data set, the Diagnosing Teachers’ Multiplicative Reasoning assessment (Bradshaw et al., 2014). Results from this analysis indicate that the selection of model reduction process can have large implications for the resulting parameter estimates and respondent classifications. A simulation study is then conducted to evaluate the relative performance of these various model reduction processes. The results of the simulation suggest that all model reduction processes are able to provide quality estimates of the item parameters and respondent masteries, if the model is able to converge. The findings also show that if the full model does not converge, then reducing the structural model provides the best opportunities for achieving a converged solution. Implications of this study and directions for future research are discussed.
2019-01-01T19:50:38Z
2019-01-01T19:50:38Z
2019-01-01T19:50:38Z
2018-05-31
Dissertation
http://dissertations.umi.com/ku:15788
http://hdl.handle.net/1808/27568
https://orcid.org/0000-0001-7339-0300
en
openAccess
Copyright held by the author.
University of Kansas
oai:kuscholarworks.ku.edu:1808/294652019-11-05T23:51:42Zcom_1808_267com_1808_1260col_1808_16907col_1808_1951
The Role of Cultural Identity in Language Learning for International Students in the United States
Peng, Anqi
Patterson, Meagan M.
Hansen, David M.
Reynolds, Matthew R.
Educational psychology
cultural identity
international students
language learning
motivation
As the number of international students in the United States increases, more and more researchers show interest in discovering how international students adapt to the local society and what factors influence this process. Cultural identity and language, as two important factors in adaptation, can not be ignored. The purpose of this study was to examine the role of cultural identity in language learning (including motivation for language learning, language preference, and self-perceived language proficiency) for international students in the United States, using a quantitative approach. The results showed that ethnic identification was negatively related to self-perceived English proficiency, but that this relation was mediated by extrinsic motivation in learning English. American identification was positively associated with extrinsic motivation in English language learning, which was inconsistent with the hypothesis. American identification was also positively associated with using English in daily life. Further study should reexamine these results with potential applied implications for creating programs which can facilitate the success and wellbeing of international students.
2019-09-03T19:31:35Z
2019-09-03T19:31:35Z
2019-09-03T19:31:35Z
2019-05-31
Thesis
http://dissertations.umi.com/ku:16646
http://hdl.handle.net/1808/29465
en
openAccess
Copyright held by the author.
University of Kansas
oai:kuscholarworks.ku.edu:1808/239282018-01-31T20:07:52Zcom_1808_267com_1808_1260col_1808_16907col_1808_1951
Estimation of Diagnostic Classification Models without Constraints: Issues with Class Label Switching
Lao, Hongling
Kingston, Neal
Templin, Jonathan
Skorupski, William
Educational psychology
Quantitative psychology
Statistics
diagnostic classification models
estimation
label switching
latent class analysis
local optimal solution
model constraints
Diagnostic classification models (DCMs) may suffer from the latent class label switching issue. Label switching refers to the situation where the labels for the parameters switch across replications of the same estimation. It happens when there are the permutations of the number of latent classes (k!) with statistically equivalent solutions to the estimation, resulting from a symmetry parameter space. With uncertainty in the accuracy of the labels in the parameters, the interpretation of results could be invalid and misleading. A simulation study is used to investigate the prevalence of label switching in DCMs. Three independent variables are involved, including the model constraints, the effect size of the measurement model parameters, and the q-matrix specifications. The data is generated via R, and estimated via Mplus. Label switching is operationally defined as, for the same dataset, the existence of any difference in the estimated parameters between the model without constraints and the model with constraints, given that they have the same log likelihood. Results show that local optimal solutions prevail in some conditions, making it difficult to identify label switching. Given the same log likelihoods between models, 13.9 to 40 percent of those replications show label switching.
2017-05-07T16:43:10Z
2017-05-07T16:43:10Z
2017-05-07T16:43:10Z
2016-08-31
Thesis
http://dissertations.umi.com/ku:14879
http://hdl.handle.net/1808/23928
en
openAccess
Copyright held by the author.
University of Kansas
oai:kuscholarworks.ku.edu:1808/324012022-01-15T09:00:57Zcom_1808_267col_1808_16907
The Effect of Concerns About COVID-19 on Anxiety, Stress, Parental Burnout, and Emotion Regulation: The Role of Susceptibility to Digital Emotion Contagion
Prikhidko, Alena
Long, Haiying
Wheaton, Michael G.
COVID-19
Parental burnout
Concern about COVID-19
Digital emotion contagion
Emotion regulation
Background and aims: The COVID-19 pandemic has caused social and economic turmoil, which has led to enormous strain for many families. Past work with pandemic outbreaks suggests that media attention can increase anxiety and compensatory behaviors. Social isolation can lead to increase in online communication and parents who use social media may be affected by other people's emotions online through what is known as digital emotion contagion (DEC). The current study aimed to examine the role of DEC in the relationship between stress, concern about COVID-19, parental burnout and emotion regulation (ER).
Methods: In April 2020, an online survey was advertised in Social Media Parenting Groups and published on FIU Psychology online research system SONA. Data were analyzed using correlational analysis, linear and multiple linear regression, and moderation analysis.
Results: Concern about COVID-19 predicted stress, depression, and parental burnout. Susceptibility to DEC significantly increased the impact of stress on parental burnout. Having relatives infected with COVID-19 increased the effect of DEC on parental burnout. A higher level of ER buffered the relationship between emotion contagion and concern about COVID-19.
Conclusion: These findings suggest that susceptibility to digital emotion contagion may have a negative effect on parents. Digital emotion contagion may increase parental burnout and is tied to stress.
2022-01-14T21:21:15Z
2022-01-14T21:21:15Z
2022-01-14T21:21:15Z
2020-12-18
Article
Prikhidko, A., Long, H., & Wheaton, M. G. (2020). The Effect of Concerns About COVID-19 on Anxiety, Stress, Parental Burnout, and Emotion Regulation: The Role of Susceptibility to Digital Emotion Contagion. Frontiers in public health, 8, 567250. https://doi.org/10.3389/fpubh.2020.567250
http://hdl.handle.net/1808/32401
10.3389/fpubh.2020.567250
PMC7775569
http://creativecommons.org/licenses/by/4.0/
openAccess
Copyright © 2020 Prikhidko, Long and Wheaton. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY).
Frontiers Media
oai:kuscholarworks.ku.edu:1808/259752018-04-16T18:36:52Zcom_1808_1260com_1808_267col_1808_1952col_1808_16907
The Antecedent Factors of Teacher-Child Relationship Quality
Trang, Kim Thien
Hansen, David M
Patterson, Meagan M
Kingston, Neal M
Templin, Jonathan
Ng, Jennifer
Educational psychology
Teacher education
Early Childhood Education
Teacher-Child Relationship Quality
Teacher Expectations
High-quality relationships with teachers positively impact child academic and social outcomes. Teachers provide emotional and behavioral supports essential for success in the classroom. Less is known, however, about the antecedents of teacher-child relationship quality. This study examined the roles of child interpersonal skills, teacher expectations, and school racial and poverty compositions on the quality of relationships formed between teachers and children. A subsample from the Early Childhood Longitudinal Study—Kindergarten Cohort 2010-11 data set was used to fit two-level, multivariate regression models. The models evaluated the role of child interpersonal skills and moderating roles of teacher expectations and school racial and poverty compositions on teacher-child closeness and conflict. Results showed teacher-child conflict was predicted by child interpersonal skills, child and school-level internalizing and externalizing problem behaviors, and teacher expectations. School racial and poverty compositions moderated the relations between teacher expectations and teacher-child conflict. In addition, teacher-child closeness was predicted by poverty status, parent-child warmth, internalizing and externalizing problem behaviors, and interpersonal skills. School proportion of Asian students moderated the relation between teacher expectations and teacher-child conflict. Overall, findings suggest teacher-child relationship quality is associated with child socioemotional skills and teacher expectations, with school racial and poverty compositions as moderators.
2018-02-18T19:41:12Z
2018-02-18T19:41:12Z
2018-02-18T19:41:12Z
2017-05-31
Dissertation
http://dissertations.umi.com/ku:15298
http://hdl.handle.net/1808/25975
en
openAccess
Copyright held by the author.
University of Kansas
oai:kuscholarworks.ku.edu:1808/315372021-03-05T16:53:56Zcom_1808_1260com_1808_267col_1808_1952col_1808_16907
Barriers and Persistence Strategies of Online Master's Students
Arrington, Tiffany L
Wolf-Wendel, Lisa
Niileksela, Christopher R
Reynolds, Matthew R
Patterson, Meagan
Skrtic, Thomas
Higher education
Academic Persistence
Graduate Students
Higher Education
Online Graduate Programs
The purpose of this study was to examine the experiences of students who enrolled in one of several, newly established online masters and online graduate certificate programs in the School of Education at the University of Kansas. Ten students who finished their online- graduated degrees (Completers) and three students who started but discontinued their programs (Non-completers) were asked to describe the barriers they faced and the strategies they utilized while striving for completion in their academic program. Consistent with online-persistence literature, Completers and Non-Completers reported technology skills, competing work commitments, or personal/health circumstances were barriers to persistence reported with frequency. Program pace, a barrier that describes the intensity of program expectations, emerged as a barrier unique to the experiences of Completers at KU. Non-completers reported unexpected circumstances and program dissatisfaction contributed to their withdrawal. Completers and Non- Completers reported the use of persistence strategies that helped them a) manage time, b) maintain relationships, and c) monitor their own progress.
2021-02-27T22:07:23Z
2021-02-27T22:07:23Z
2021-02-27T22:07:23Z
2019-08-31
Dissertation
http://dissertations.umi.com/ku:16748
http://hdl.handle.net/1808/31537
en
openAccess
Copyright held by the author.
University of Kansas
oai:kuscholarworks.ku.edu:1808/280252019-08-27T18:09:09Zcom_1808_1260com_1808_267col_1808_1952col_1808_16907
Comparing Bayesian parametric and semiparametric estimation of nonlinear relationships in structural equation models with ordinal data
Qin, Lu
Templin, Jonathan
Frey, Bruce
Hansen, David
Hoffman, Lesa
Johnson, Paul
Educational psychology
nonlinear relationship
parametric approach
semiparametric approach
The Bayesian parametric and semiparametric approaches are compared to recover the polynomial and nonpolynomial relationships among latent factors in the structural equation model (SEM). In earlier studies, the semiparametric approach has been demonstrated to be a more advanced approach to estimate the nonnormally distributed densities. However, its performance in recovering nonlinearity among factors has not been widely studied. The objectives of this dissertation are (1) to compare the recovery performances between the parametric and semiparametric approaches in capturing the polynomial and nonpolynomial relationships among latent factors in the structural model and (2) to investigate the recovery performance of the semiparametric approach in capturing the nonpolynomial relationships when the polynomial function is misspecified. The Bayesian semiparametric approach is applied using the truncated Dirichlet process with a stick-breaking prior to track the nonlinearity under different combinations of nonlinear functions (e.g., exponential, logarithmic, and sine) in the simulation study. Several important results were revealed. First, in study 1, both the parametric and semiparametric approaches achieved good convergence rates under the exponential and sine conditions. The polynomial conditions had greater difficulty in convergence due to the quadratic and interaction effects. Second, regarding the nonlinearity recoveries, the parametric approach performed similarly to the semiparametric approach at large truncation levels (200) in recovering the polynomial nonlinearity. The semiparametric approach had better recovery of nonpolynomial nonlinearity than the parametric approach. Third, in study 2, the semiparametric approach had a fairly good convergence rate at truncation level 5 under the exponential and sine conditions. Fourth, the semiparametric approach barely recovered the nonpolynomial nonlinearity with a misspecified polynomial function. A large truncation level did not improve the recovery performance when a nonlinear function is incorrectly presumed. The results implied that when latent factors or data is normally distributed, parametric approach is sufficient to provide an accurate recovery of nonlinear relationships among latent factors. However, when latent factors or data is non-normally distributed, the semiparametric approach provides more accurate estimations and a higher accuracy in capturing nonlinear relationships among latent factors. Considering the capacity of computer memory and running time, a small truncation level is suggested to capture the polynomial and nonpolynomial nonlinearity.
2019-05-18T20:33:23Z
2019-05-18T20:33:23Z
2019-05-18T20:33:23Z
2018-12-31
Dissertation
http://dissertations.umi.com/ku:16279
http://hdl.handle.net/1808/28025
en
openAccess
Copyright held by the author.
University of Kansas
oai:kuscholarworks.ku.edu:1808/295012020-10-08T16:06:27Zcom_1808_1260com_1808_267col_1808_1952col_1808_16907
Sunday School is Marching On: An Exploration of Children's Perceptions of Church, Sunday School, and a Bible-Based Sunday School Lesson
Wade, Jumesha Shirvon
Patterson, Meagan
Cole, Brian
Ng, Jennifer
Hansen, David
Frey, Bruce
Educational psychology
children
children's ministry
church
faith
faith development
Fowler
Faith development is a highly significant social and educational experience in many children’s lives. According to research, children may thrive in settings that provide opportunities for collaboration, working in small groups, discussing social justice issues and having more intergenerational experiences. Some educators believe children have an untapped resource that is missed in their education. This untapped resource is spiritual practices, which may include faith and religion (Crompton, 2001; Fisher, 1999; Miller, 2000; Bridges & Moore, 2002; Williams & Dixie, 2003). The purpose of this study is to better understand children’s (ages 4–8) perceptions of a Bible lesson in a Christian church, using James Fowler’s Faith Development Theory as an interpretive framework. Chapter 1 introduces the project and lays out the relevant background and context for studying children’s development of faith in a Christian church. Chapter 2 reviews theory and literature on children’s faith development and Fowler’s (1981) Faith Development Theory. Chapter 2 also includes a description of participatory research practices with children, specifically highlighting arts-based research. Chapter 3 presents the research design, including participant sample and procedures for data collection and analysis. Chapter 4 presents the findings from the study, and Chapter 5 discusses the findings, implications, and suggestions for future research. Children participated in a regularly scheduled Sunday school lesson in a Christian church. After participation in the lesson, within seven days, I interviewed fifteen children about their experiences and perceptions of church, Sunday school, and Bible-based Sunday school lesson. I found that children’s perceptions of Sunday school and church included themes around snacks, classroom interaction, peer relationships, church culture, and worship. Children retold the Bible lesson including comments about characters, events, the moral of the story, and tricks. Fowler’s aspects of faith development; form of logic, social perspective taking, form of moral judgment, bounds of social awareness, locus of authority, form of world coherence, and symbolic function were represented in children’s interpretations of the Sunday school Bible lesson.
2019-09-03T22:38:36Z
2019-09-03T22:38:36Z
2019-09-03T22:38:36Z
2019-05-31
Dissertation
http://dissertations.umi.com/ku:16634
http://hdl.handle.net/1808/29501
https://orcid.org/0000-0001-7625-6967
en
openAccess
Copyright held by the author.
University of Kansas
oai:kuscholarworks.ku.edu:1808/178162018-02-14T18:02:10Zcom_1808_267col_1808_16907
A Cross-Cultural Study of Vocational Identity: Does a College Education Mean the Same for All Persisters?
Steward, Robbie J.
Krieshok, Thomas S.
No abstract is available for this item.
2015-05-20T16:09:36Z
2015-05-20T16:09:36Z
2015-05-20T16:09:36Z
1991-11-01
Article
Steward, Robbie J.; Krieshok, Thomas S. (1991). "A Cross-Cultural Study of Vocational Identity: Does a College Education Mean the Same for All Persisters?" Journal of College Student Development, 32(1991):562.
http://hdl.handle.net/1808/17816
openAccess
Johns Hopkins University Press
oai:kuscholarworks.ku.edu:1808/293172020-10-12T15:08:07Zcom_1808_1260com_1808_267col_1808_1952col_1808_16907
APPLYING PARTICLE SWARM OPTIMIZATION TO ESTIMATE PSYCHOMETRIC MODELS WITH CATEGORICAL RESPONSES
Jiang, Zhehan
Poggio, John
Templin, Jonathan
Wolf-Wendel, Lisa
Skorupuski, Wiiliam
Duan, Changming
Statistics
Current psychometrics tend to model response data hypothesized to arise from multiple attributes. As a result, the estimation complexity has been greatly increased so that traditional approaches such as the expected-maximization algorithm would fail to produce accurate results. To improve the estimation quality, high-dimensional models are estimated via a global optimization approach- particle swarm optimization (PSO), which is an efficient stochastic method of handling the complexity difficulties. The PSO has been widely used in machine learning fields but remains less-known in the psychometrics community. Details on the integration of the proposed approach to current psychometric model estimation practices are provided. The algorithm tuning process and the accuracy of the proposed approach are demonstrated with simulations. As an illustration, the proposed approach is applied to log-linear cognitive diagnosis models and multi-dimensional item response theory models. These two model families are fairly popular yet challenging frameworks used in assessment and evaluation research to explain how participants respond to item level stimuli. The aim of this dissertation is to fill the gap between the field of psychometric modeling and machine learning estimation techniques.
2019-06-12T03:15:24Z
2019-06-12T03:15:24Z
2019-06-12T03:15:24Z
2018-5-31
Dissertation
http://dissertations.umi.com/ku:15727
http://hdl.handle.net/1808/29317
https://orcid.org/0000-0002-1376-9439
en
openAccess
Copyright held by the author.
University of Kansas
oai:kuscholarworks.ku.edu:1808/4032018-06-18T14:34:24Zcom_1808_267col_1808_16907
How the decision-making literature might inform career center practice
Krieshok, Thomas S.
Decision making
Indecision
Career centers
Krieshok (1998) reviewed the empirical literature and concluded with ten things the field knows for sure about career decision-making, as well as ten things we assume we know but which the literature suggests need reconsideration, This article summarizes those findings in light of their implications for career center practice, including less emphasis on becoming decided, more emphasis on acting as one's own agent, and the importance of addressing clients' resistance to engaging in anything more than simple short-term interventions.
2005-05-05T20:10:48Z
2005-05-05T20:10:48Z
2005-05-05T20:10:48Z
2001-03
Article
Krieshok, TS. How the decision-making literature might inform career center practice. JOURNAL OF CAREER DEVELOPMENT. March 2001, 27(3):207-216.
ISI:000165973500007
http://hdl.handle.net/1808/403
10.1177/089484530102700307
en_US
openAccess
KLUWER ACADEMIC-HUMAN SCIENCES PRESS
oai:kuscholarworks.ku.edu:1808/117972018-02-14T18:08:33Zcom_1808_224com_1808_267col_1808_18181col_1808_16907
Effects of Physical Atypicality on Children's Social Issues and Intergroup Attitudes
Patterson, Meagan M.
Bigler, Rebecca S.
Individuals vary in the degree to which they are representative, or typical, of their social groups. To investigate the effects of atypicality on intergroup attitudes, elementary-school-age children (N = 97) attending a summer school program were assigned to novel color groups that included typical (blue or green) and atypical (light blue or light green) members. Children’s state self-esteem, ingroup identification, and intergroup attitudes (e.g., trait ratings, evaluations, peer preferences) were assessed following several weeks in the classroom. Results indicated that atypicality primarily affected children’s views of their ingroup. Among younger (but not older) children, atypical group members viewed themselves as more similar to—but less happy being a member of—their ingroup than typical group members.
2013-09-09T18:10:08Z
2013-09-09T18:10:08Z
2013-09-09T18:10:08Z
2007
Article
Patterson, Meagan M. (2007) Effects of physical atypicality on children’s social identities and intergroup attitudes. International Journal of Behavioral Development, 31, 433-444.
http://hdl.handle.net/1808/11797
10.1177/0165025407081472
en
openAccess
SAGE
oai:kuscholarworks.ku.edu:1808/295782019-11-05T23:51:42Zcom_1808_267com_1808_1260col_1808_16907col_1808_1951
Translating Educational Research into Classroom Practice: Working Together to Close the Gap
Burghart, Hayley
Harrington, Robert
Lee, Seungyeon
Moos, Felix
Educational psychology
educational psychology
educational resources
evidence-based practices
information transfer
pre-service teachers
research-to-practice gap
The research-to-practice gap, the disconnect between what we know about education and what we do in practice (Olswang & Prelock, 2015) or the gap between the production of new knowledge through research and its inclusion in routine practice by educators (Greenwood & Abbott, 2001) has been discussed and examined in the education field for many decades. However, this gap continues to be a challenge researchers and educators face (Kane, 2016). The current literature on the research-to-practice gap does not address the process by which teachers are engaging with educational research when facing challenges in the classroom. If teachers are to participate in closing the gap, we need to better understand their selection processes for various outlets of educational research. The current study is a mixed methods survey research design examining how pre-service teachers (n = 28) select sources of information (academic and non-academic) to solve instructional and behavioral challenges they may encounter in the classroom, why they choose the sources they do, and their opinions on solutions to close the research-to-practice gap. The findings showed that pre-service teachers were more likely to use their personal relationships with colleagues as source of gathering new information because these colleagues provide practical information for challenges they face in their classrooms. Suggestions for interventions proposed by pre-service teachers and future directions are discussed.
2019-09-06T21:53:16Z
2019-09-06T21:53:16Z
2019-09-06T21:53:16Z
2017-05-31
Thesis
http://dissertations.umi.com/ku:15312
http://hdl.handle.net/1808/29578
en
openAccess
Copyright held by the author.
University of Kansas
oai:kuscholarworks.ku.edu:1808/259592018-04-24T13:25:29Zcom_1808_1260com_1808_267col_1808_1952col_1808_16907
EVALUATING THE EFFICACY OF AN EARLY WARNING SYSTEM IN PREDICTING POSTSECONDARY OUTCOMES: A PATH ANALYSIS
Ecker-Lyster, Meghan
Niileksela, Christopher
Lee, Steven
Nilleksela, Crhistopher
Lee, Steven
Reynolds, Matthew
Thomas, Kelli
Frey, Bruce
Psychology
College Readiness
Early Warning System
An extensive body of research has shown that data-driven Early Warning Systems (EWS) are an effective tool for reducing school dropout. EWS designed to prevent dropout flags at-risk students based on a core set of indicators, including attendance, behavior, and course failures. While preventing high school dropout is a critical step to ensuring student success, in today’s 21st century workforce, a high school diploma is not enough. To strategically align interventions and strategies designed to promote college readiness, school districts must be aware of the variables that predict postsecondary success. Unfortunately, there is a dearth of succinct college readiness tools that capture multiple longitudinal indictors that can be used to identify and flag students who are not ready to meet the rigorous demands of postsecondary education. To fill this gap, the present study evaluated the utility of the core EWS dropout indicators in predicting postsecondary success. This study examined longitudinal data from 7th through 12th grade to predict postsecondary outcomes from one moderately sized Midwestern school district. A series of path analyses was used to analyze retrospective data from approximately 3,080 public school students who entered 7th grade in the 2007-08 school year and had an original on-time graduation year of 2013. Results revealed a statistically significant temporal relationship among each of the key EWS variables (i.e., attendance, behavior, GPA, and state assessment scores) across the target six years. In terms of the predictive validity of the EWS indicators, the study found that 12th grade attendance rate, 12th grade GPA, and 7th grade GPA were statistically significant predictors of postsecondary enrollment. Free and reduced priced lunch status, special education status, and mobility status were also statistically significant predictors of enrollment as well. The study also found that 11th grade GPA and 7th grade GPA were statistically significant predictors of postsecondary persistence. Similarly, the persistence model also indicated that free and reduced priced lunch status, special education status, and mobility status were statistically significant predictors. The study discusses the significance of these findings in light of prior research, the implications for practice, future directions for research, and limitations.
2018-02-18T19:10:52Z
2018-02-18T19:10:52Z
2018-02-18T19:10:52Z
2017-05-31
Dissertation
http://dissertations.umi.com/ku:15276
http://hdl.handle.net/1808/25959
en
openAccess
Copyright held by the author.
University of Kansas
oai:kuscholarworks.ku.edu:1808/315452021-03-05T16:53:56Zcom_1808_1260com_1808_267col_1808_1952col_1808_16907
THE EFFECT OF NON-NORMALITY ON THE CUTSCORE OPERATING FUNCTION: ESTIMATION CORRECTNESS IN NON-NORMAL MONTE CARLO SIMULATIONS
Pace, Jesse Rey
Poggio, John
Patterson, Meagan
Peyton, Vicki
Reynolds, Matthew
Rice, Suzanne
Educational psychology
classification error
cutscore operating function
cutscores
monte carlo methods
standard setting
Certification testing attempts to classify individuals into mutually exclusive categories, such as competent and non-competent. There is some potential for error whenever a classification decision is made as a result of a test score. The Grabovsky and Wainer cutscore operating function (GW-CSOF) is a recent addition to classification error estimates. This method allows for the prediction of error rates at all possible cutscore locations, but requires that certain assumptions about the examinee distribution are met. How the estimates made by the GW-CSOF compare to actual error values is currently unknown. Furthermore, the extent to which deviations from GW-CSOF assumptions impact error estimates is also unknown. The aim of this dissertation was to explore the extent to which non-normality of examinee true scores impacted the correctness of the GW-CSOF estimates. Monte Carlo methods were used to generate true score samples with systematically increased non-normality, and GW-CSOF estimates were compared to actual error rates. Findings indicated that GW-CSOF produced good estimates of error rates and optimal cutscore location in truly normal and minimally non-normal simulations. The degree to which GW-CSOF produced incorrect estimates was significantly correlated with the degree of non-normality. Specific guidelines for standard setting are discussed.
2021-02-27T22:19:43Z
2021-02-27T22:19:43Z
2021-02-27T22:19:43Z
2019-12-31
Dissertation
http://dissertations.umi.com/ku:16835
http://hdl.handle.net/1808/31545
https://orcid.org/0000-0003-3961-5718
en
openAccess
Copyright held by the author.
University of Kansas
oai:kuscholarworks.ku.edu:1808/253682018-01-31T20:07:48Zcom_1808_1260com_1808_267col_1808_1952col_1808_16907
The Socialization of Adolescent Risk Behavior: Parent and Peer Influences in a Large, Longitudinal Sample
Hajovsky, Daniel Bernard
Reynolds, Matthew R
Lowe, Patricia
Hansen, David
Mendenhall, Amy
Niileksela, Christopher
Psychology
Developmental psychology
Sociology
adolescence
longitudinal
panel models
parents
peers
risk behavior
Previous research has not been explicitly clear about which relational influences, parents or peers, affect individual risk behavior, and vice versa. This may be attributed to the use of various methodological designs. This study examined the reciprocal influences of parents and peers on individual risk behavior by explicitly testing two different sociological theories: the group socialization theory (Harris, 1995) and the stage-environment fit theory (Eccles et al., 1993). Longitudinal data were used from the National Institute of Child Health and Human Development (NICHD) to investigate peer risk behavior, individual risk behavior, and child-parent relationship quality influences in the early to middle adolescent stages of development. Longitudinal cross-lagged latent variable panel models were used to investigate the interrelatedness of these relationships using a general construct of risk behavior. Results supported full strong longitudinal measurement invariance for individual risk behavior and child-parent relationship quality, but only weak invariance for peer risk behavior. The latent parameters (factor variances, latent means) were mostly non-invariant across the stages of development, with increases in individual risk behavior with concomitant decreases in child-parent relationship quality over time. After controlling for previous levels of peer risk behavior, individual risk behavior explained changes in subsequent peer risk behavior and in the same magnitude (β = .33 to .61) across the stages of development. Peer risk behavior did not explain changes in subsequent individual risk behavior. Child-parent relationship quality did not explain changes beyond itself. Individual risk behavior and child-parent relationship quality were stable across the stages of development, whereas peer risk behavior was less stable. Those structural relations that were tested in multi-group longitudinal panel models showed that the latent regression pathways were invariant across gender groups. These findings provide limited support for the stage-environment fit theory (Eccles et al., 1993) and the group socialization theory (Harris, 1995).
2017-11-16T03:27:41Z
2017-11-16T03:27:41Z
2017-11-16T03:27:41Z
2015-08-31
Dissertation
http://dissertations.umi.com/ku:14244
http://hdl.handle.net/1808/25368
en
openAccess
Copyright held by the author.
University of Kansas
oai:kuscholarworks.ku.edu:1808/116802018-10-29T16:27:47Zcom_1808_267col_1808_16907
Rural Schools' Mental Health Needs
Lee, Steven W.
Lohmeier, Jill H.
Niileksela, Christopher Robert
Oeth, Jessica
Rural schools often can not provide the same access to mental health service as schools in larger population areas can.. Understanding the implications of these sometimes limited services is important in overcoming barriers to adequate services for those in rural areas. This study surveyed a national sample of (n = 80) teachers, administrators, and other school professionals serving rural schools about their perceptions of mental health needs, available services, and barriers to services. The results indicate that respondents perceive needs as generally met, although available services across a variety of areas are not readily accessible. Barriers to meeting those needs include staff turnover rate and lack of funding. Suggestions for addressing these issues are considered.
2013-08-20T20:40:18Z
2013-08-20T20:40:18Z
2013-08-20T20:40:18Z
2009
Article
Lee, S. W., Lohmeier, J.H., Nilleksela, C., and Oeth, J. (2009). Rural Schools’ Mental Health Needs. Journal of Rural Mental Health, 33.1, 26-31. http://dx.doi.org/10.1037/h0095970
http://hdl.handle.net/1808/11680
10.1037/h0095970
https://orcid.org/0000-0002-0739-663X
en
openAccess
National Association for Rural Mental Health
oai:kuscholarworks.ku.edu:1808/261382018-04-19T19:44:14Zcom_1808_1260com_1808_267col_1808_1952col_1808_16907
MINDFULNESS, SHAME, AND ATTRITION IN A DIALECTICAL BEHAVIOR THERAPY OUTPATIENT SAMPLE
DeLong, Leslie Brooke
Kerr, Barbara A.
Nelson, Juliet
Krieshok, Thomas
Frey, Bruce
Ilardi, Stephen
Counseling psychology
Attrition
Dialectical Behavior Therapy
Mindfulness
Shame
Mindfulness, shame, attrition, and suicidality were examined to better understand the presenting concerns and symptoms of clients seeking mental health treatment in a Dialectical Behavior Therapy (DBT) intensive outpatient (IOP) program at a community mental health center. Specifically, this study explored how clients initially presented in terms of mindfulness and shame, as well as what competencies clients gained as a result of attending the IOP program in terms of mindfulness and reduction of shame. As attrition and suicidality are important concerns in therapy, the relationship between mindfulness and client attrition was also explored, as well as mindfulness and previous suicide attempts. The results of the study indicated that mindfulness scores (measured using the Five Facet Mindfulness Questionnaire; Baer, Smith, Hopkins, Krietemeyer, & Toney, 2006) did not predict attrition for participants pre-treatment. Graduates of the DBT IOP program showed significant gains in the observe mindfulness subscale when comparing pre-test and post-test FFMQ scores, while no significant differences were found for the other four FFMQ subscales. Further, scores of shame (using the State Shame and Guilt Survey; Marschall, Sanftner, & Tangney, 1994) were not significantly different from pre- to post-test for graduates of the program. Lastly, there was a significant difference in pre-test mindfulness scores on the describe mindfulness subscale when comparing FFMQ scores of participants reporting a past suicide attempt and those reporting no past suicide attempt, while no significant differences were found on the other four FFMQ subscales. Implications for researchers and clinicians are discussed.
2018-03-09T21:59:04Z
2018-03-09T21:59:04Z
2018-03-09T21:59:04Z
2017-12-31
Dissertation
http://dissertations.umi.com/ku:15644
http://hdl.handle.net/1808/26138
en
openAccess
Copyright held by the author.
University of Kansas
oai:kuscholarworks.ku.edu:1808/337312023-02-04T09:00:57Zcom_1808_267col_1808_16907
Multidimensional Scaling of Cognitive Ability and Academic Achievement Scores
Meyer, Em M.
Reynolds, Matthew R.
Multidimensional scaling
Intelligence
Academic achievement
Complexity
Multidimensional scaling (MDS) was used as an alternate multivariate procedure for investigating intelligence and academic achievement test score correlations. Correlation coefficients among Wechsler Intelligence Scale for Children, Fifth Edition (WISC-5) and Wechsler Individual Achievement Test, Third Edition (WIAT-III) validity sample scores and among Kaufman Assessment Battery for Children, Second Edition (KABC-II) and Kaufman Test of Educational Achievement, Second Edition (KTEA-2) co-norming sample scores were analyzed using multidimensional scaling (MDS). Three-dimensional MDS configurations were the best fit for interpretation in both datasets. Subtests were more clearly organized by CHC ability and academic domain instead of complexity. Auditory-linguistic, figural-visual, reading-writing, and quantitative-numeric regions were visible in all models. Results were mostly similar across different grade levels. Additional analysis with WISC-V and WIAT-III tests showed that content (verbal, numeric, figural) and response process facets (verbal, manual, paper-pencil) were also useful in explaining test locations. Two implications from this study are that caution may be needed when interpreting fluency scores across academic areas, and MDS provides more empirically based validity evidence regarding content and response mode processes.
2023-02-03T18:49:35Z
2023-02-03T18:49:35Z
2023-02-03T18:49:35Z
2022-12-01
Article
Meyer, E.M.; Reynolds, M.R. Multidimensional Scaling of Cognitive Ability and Academic Achievement Scores. J. Intell. 2022, 10, 117. https://doi.org/10.3390/jintelligence10040117
http://hdl.handle.net/1808/33731
10.3390/jintelligence10040117
PMC9785841
http://creativecommons.org/licenses/by/4.0/
openAccess
© 2022 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license.
MDPI
oai:kuscholarworks.ku.edu:1808/280372019-08-27T18:09:08Zcom_1808_1260com_1808_267col_1808_1952col_1808_16907
Evaluation of Attribute Structure for a Dynamic Assessment Using the Loglinear Cognitive Diagnosis Model and Bayesian Networks
Chen, Feng
Templin, Jonathan
Frey, Brue
Peyton, Vicki
Hansen, David
Hoffman, Lesa
Educational tests & measurements
attribute hierarchy
bayesian networks
Diagnostic assessment
loglinear cognitive diagnosis model
multidimensional testing
test construction
In the field of assessment, the construction of a test is critical in matters of pinpointing the use and purpose of the test, the models to be used to generate results, and the inferences that can be made from the test results. Although an attribute map is not necessary to construct a good assessment, a series of well-delineated sets of attributes and a set of well-developed items written to the attributes are essential. As the practitioners of multidimensional test and diagnostic classification models (DCMs) grow, it is important to examine the underlying structural models of attributes within a test. The dissertation seeks to examine the possible structural models of the attributes, using both real data, the Diagnosing Teachers’ Multiplicative Reasoning assessment (Bradshaw et al., 2014) and simulated data in the framework of Loglinear Cognitive Diagnosis Model (LCDM) and Bayesian Networks. Additionally, this research explores the methodology for possible attribute structures that maximizes the impact of the map structure to the implementation and development of a diagnostic assessment. Results from the analysis indicate that the selection of attribute structure can have some implications for attribute parameter estimates and student mastery classifications. The findings also show that sample size and test length have more impact on item level parameter estimates. In addition, the results demonstrated that LCDM integrated with Bayesian Networks is a feasible methodology to detect attribute hierarchy, and thus is a practical choice for multidimensional test scoring.
2019-05-18T20:52:34Z
2019-05-18T20:52:34Z
2019-05-18T20:52:34Z
2018-12-31
Dissertation
http://dissertations.umi.com/ku:16224
http://hdl.handle.net/1808/28037
en
openAccess
Copyright held by the author.
University of Kansas
oai:kuscholarworks.ku.edu:1808/315422021-03-05T16:53:56Zcom_1808_1260com_1808_267col_1808_1952col_1808_16907
Cognitive Test Anxiety, Self-Efficacy, and Performance on the Praxis Core Academic Skills for Educators Examination
Zhao, Yang
Frey, Bruce B
Kingston, Neal M
Peyton, Vicki
Hansen, David M
Kim, ChangHwan
Educational tests & measurements
Statistics
Educational psychology
graded response models
item response theory
latent interaction
latent variables
model fit
structural equation modeling
The Praxis Core Academic Skills for Educators exam is broadly used as a partial requirement of obtaining teacher licensure. The inferences made based on the Praxis Core Academic Skills for Educators exam results are of high stakes for teacher candidates, often determining if they are admitted into teacher education programs. The primary purpose of this dissertation was to investigate the levels of Cognitive Test Anxiety and Self-Efficacy among the Praxis Core Academic Skills for Educators exam takers and the correlations with exam performance. The data analyzed in this study were collected through a survey administered on Amazon Mechanical Turk (MTurk) to the Praxis Core Academic Skills for Educators exam takers who took the exam between 2014 and 2019 in the United States. The revised version of the Cognitive Test Anxiety Scale (Cassady & Johnson, 2002; Cassady & Johnson, 2014) and the English version of the General Self-Efficacy scale (Jerusalem & Schwarzer, 1981) were used to measure Cognitive Test Anxiety and Self-Efficacy. Results showed a negative correlation which was statistically significant between Cognitive Test Anxiety and the exam performance. Results also indicated a non-significant trend indicating chances of higher scores with higher levels of Self-Efficacy. In addition, it was found that the latent interaction between Cognitive Test Anxiety and Self-Efficacy, indicating positive moderation effect of Self-Efficacy on scores, was not statistically significant. Overall, for this study, it is concluded that the Praxis Core Academic Skills for Educators exam takers with higher levels of Cognitive Test Anxiety are more likely to receive lower scores.
2021-02-27T22:15:27Z
2021-02-27T22:15:27Z
2021-02-27T22:15:27Z
2019-12-31
Dissertation
http://dissertations.umi.com/ku:16950
http://hdl.handle.net/1808/31542
en
openAccess
Copyright held by the author.
University of Kansas
oai:kuscholarworks.ku.edu:1808/261292018-12-06T16:40:53Zcom_1808_1260com_1808_267col_1808_1952col_1808_16907
Cultural Identity as a Resource for Positive Youth Development in Majority World Contexts: A Trinidadian Case Study
Jessop, Nadia Solange
Hansen, David M
Patterson, Meagan
Frey, Bruce
Hines-Datiri, Dorothy
McCree, Roy
Educational psychology
Developmental psychology
Social psychology
civic education
cultural identity
majority world
multicultural education
positive youth development
Trinidad and Tobago
In multicultural democratic societies, schools need to do more than teach students to pass exams—they must also facilitate students' cultural and civic development (Banks, 2016). The development of a positive identity is a key indicator of positive youth development that facilitates youths' contribution to the cultural and civic development of wider society (Lerner, 2015). However, for youth living in majority world contexts like Trinidad and Tobago, the psychological effects of cultural globalization can complicate the construction of positive cultural identities (Arnett, 2002; Ferguson & Bornstein, 2012; Jensen, 2003). I examined the associations among cultural identity, multicultural attitudes and civic motivation among a sample of 623 Trinidadian adolescents using cluster analysis and structural equation modeling (SEM). Cultural identity was defined as engagement in global and local cultural practices (cultural orientation) and emotional identification with the national "Trini" culture (Trini culture affirmation). The cluster analysis yielded four clusters of Trini, Americanized, marginalized, and cosmopolitan cultural orientation profiles. Students with cosmopolitan cultural orientations scored highest on Trini culture affirmation, multicultural attitudes and civic motivation in comparison to all other students. Students with Americanized cultural orientations scored lowest on Trini culture affirmation but significantly higher than students with marginalized cultural orientations on multicultural attitudes. Results of mediational SEM path analyses showed that Trini culture affirmation played a mostly protective role and partly mediates the association of cultural orientations with multicultural attitudes and civic motivation. Together these results imply that in addition to a sense of pride, belonging, and affirmation in the local national culture, Trinidadian adolescents' engagement in both global and local cultural practices (not one to the exclusion of the other) can positively impact cultural and civic development.
2018-03-09T21:44:20Z
2018-03-09T21:44:20Z
2018-03-09T21:44:20Z
2017-08-31
Dissertation
http://dissertations.umi.com/ku:15490
http://hdl.handle.net/1808/26129
en
openAccess
Copyright held by the author.
University of Kansas
oai:kuscholarworks.ku.edu:1808/261202018-04-19T19:10:40Zcom_1808_1260com_1808_267col_1808_1952col_1808_16907
The Relation between Intelligence and Adaptive Behavior: A Meta-Analysis
Alexander, Ryan M.
Reynolds, Matthew R.
Reynolds, Matthew R.
Lee, Steven W.
Peyton, Vicki
Niileksela, Christopher R.
Markham, Paul L.
Educational psychology
Psychology
Special education
adaptive behavior
correlation
intellectual disability
intelligence
meta-analysis
relation
Intelligence tests and adaptive behavior scales measure vital aspects of the multidimensional nature of human functioning. Assessment of each is a required component in the diagnosis or identification of intellectual disability, and both are frequently used conjointly in the assessment and identification of other developmental disabilities. The present study investigated the population correlation between intelligence and adaptive behavior using psychometric meta-analysis. The main analysis included 148 samples with 16,468 participants overall. Following correction for sampling error, measurement error, and range departure, analysis resulted in an estimated population correlation of = .51. Moderator analyses indicated that the relation between intelligence and adaptive behavior tended to decrease as IQ increased, was strongest for very young children, and varied by disability type, adaptive measure respondent, and IQ measure used. Additionally, curvilinear regression analysis of adaptive behavior composite scores onto full scale IQ scores from datasets used to report the correlation between the Wechsler Intelligence Scales for Children- Fifth edition and Vineland-II scores in the WISC-V manuals indicated a curvilinear relation—adaptive behavior scores had little relation with IQ scores below 50 (WISC-V scores do not go below 45), from which there was positive relation up until an IQ of approximately 100, at which point and beyond the relation flattened out. Practical implications of varying correlation magnitudes between intelligence and adaptive behavior are discussed (viz., how the size of the correlation affects eligibility rates for intellectual disability).
2018-03-09T21:22:50Z
2018-03-09T21:22:50Z
2018-03-09T21:22:50Z
2017-08-31
Dissertation
http://dissertations.umi.com/ku:15396
http://hdl.handle.net/1808/26120
en
openAccess
Copyright held by the author.
University of Kansas
oai:kuscholarworks.ku.edu:1808/278242020-07-09T20:48:05Zcom_1808_1260com_1808_267col_1808_1952col_1808_16907
MMPI-2-RF HIGHER ORDER PATHOLOGY OF PHYSICIANS IN DISTRESS
Ingram, Paul Borden
Multon, Karen D
Kirk, Sarah B
Kerr, Barbara A
Ginsberg, Rick
Lowe, Patricia A
Psychology
Confirmatory Factor Analysis
Higher-order pathology
MMPI-2-RF
Personality
Personality Assessment
Physician Health
Modern theories of psychopathology incorporate a higher-order approach to conceptualization (e.g., Krueger & Tackett, 2003). These theories are often characterized as having internalizing, externalizing, and thought disorder content as critical elements. This higher order approach has recently been incorporated into the MMPI-2-Restructured Form (MMPI-2-RF; Tellegen & Ben-Porath, 2008/2011). Using individual higher-order content scales and instrument wide interpretive schemas, a hierarchical emphasis on interpretation is part of a critical effort to bring the MMPI in line with current conceptualizations of psychopathology. However, there is a paucity of research available about the utility of scale wide interpretive frameworks, despite their use being recommended for interpretation. Using a population of physicians in distress, this study evaluated the potential portability and generalization of the MMPI-2-RF’s interpretive framework into a novel population through structural analysis using several analytic methods (i.e., Confirmatory Factor Analysis, Exploratory Structural Equation Modeling, and Exploratory Factor Analysis). Each of these techniques included different assumptions about scale interrelatedness and broader relationships and, when taken together, provides a comprehensive evaluation of the feasibility of the higher-order themes as an interpretive framework for the MMPI-2-RF in a population of physicians in distress. Although no model was found as entirely appropriate to the proposed framework noted by the authors of the MMPI-2-RF, the three critical areas of psychopathology did emerge. Issues with incorporating these higher order models are related to the need for nested factors, specifically relating to externalization content of anger, hostility, and aggression. Beyond guidance on general interpretability of the higher order themes, specific guidance is offered for use of the MMPI-2-RF in a population of physicians in distress.
2019-05-10T15:36:42Z
2019-05-10T15:36:42Z
2019-05-10T15:36:42Z
2017-08-31
Dissertation
http://dissertations.umi.com/ku:15152
http://hdl.handle.net/1808/27824
en
openAccess
Copyright held by the author.
University of Kansas
oai:kuscholarworks.ku.edu:1808/323652022-01-08T09:01:07Zcom_1808_267col_1808_16907
They Saw It Coming: Rising Trends in Depression, Anxiety, and Suicidality in Creative Students and Potential Impact of the COVID-19 Crisis
Kerr, Barbara A.
Birdnow, Maxwell
Wright, Jonathan Daniel
Fiene, Sara
Creativity & innovation
Adolescence
Anxiety
Depression
COVID-19
Previous research has established that creative adolescents are generally low in neuroticism and as well-adjusted as their peers. From 2006 to 2013, data from cohorts of creative adolescents attending a counseling laboratory supported these results. Clinical findings of increased anxiety, depression, and suicidality among creative students in 2014 led the researchers to create 3 studies to explore these clinical findings. Once artifactual causes of these changes were ruled out, a quantitative study was conducted. Study 1, an analysis of mean differences of pre-2014 and post-2014 cohorts showed that post-2014 cohorts scored significantly higher in Neuroticism, Openness to Experience, and Conscientiousness and lower in Extraversion on Big 5 inventories. Regression analyses suggested that while Neuroticism was associated with gender, Conscientiousness and Grade Point Average for the earlier group, Neuroticism in the post 2014 groups was related to complex interplay of all personality dynamics except Agreeableness. In the qualitative Study 2, focus groups of 6–10 students, for a total of 102 participants were queried about the reasons they perceived for increased anxiety and depression in creative students. Increased achievement pressures and awareness of environmental and social problems were major sources of external stressors; perfectionism and desire to fulfill expectations of others were the primary sources of internal stress. The authors suggest that creative students' openness to experience and advanced knowledge made it possible for these students to see the potential for environmental and social crises and respond to their inability to solve these problems with anxiety and depression. Study 3 was a qualitative study that followed up 19 participants from the post-2014 cohort to explore the impact of the COVID-19 pandemic on mental health and creativity. While the majority perceived a negative effect of the pandemic on their mental health, most also produced a surprising variety of creative works during that time. In conclusion, rapid changes in the lives of creative adolescents since 2014 suggest that scholars focus on current cohorts and the ways in which adolescent personality is shaped by internal expectation and external pressures and global events. Despite the pandemic, creative young people continued to create.
2022-01-07T19:26:41Z
2022-01-07T19:26:41Z
2022-01-07T19:26:41Z
2021-03-01
Article
Kerr, B. A., Birdnow, M., Wright, J. D., & Fiene, S. (2021). They Saw It Coming: Rising Trends in Depression, Anxiety, and Suicidality in Creative Students and Potential Impact of the COVID-19 Crisis. Frontiers in psychology, 12, 611838. https://doi.org/10.3389/fpsyg.2021.611838
http://hdl.handle.net/1808/32365
10.3389/fpsyg.2021.611838
PMC7956977
http://creativecommons.org/licenses/by/4.0/
openAccess
Copyright © 2021 Kerr, Birdnow, Wright and Fiene. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY).
Frontiers Media
oai:kuscholarworks.ku.edu:1808/275472019-01-16T19:36:28Zcom_1808_1260com_1808_267col_1808_1952col_1808_16907
Finding Item-Level Causes of Differential Item Functioning: A Hierarchical IRT Model for Explaining DIF
Brussow, Jennifer
Skorupski, William P
Frey, Bruce
Peyton, Vicki
Johnson, Paul E
Hansen, David
Educational tests & measurements
Educational psychology
Statistics
construct-irrelevant variance
differential item functioning
explanatory item response theory
hierarchical models
item response theory
simulation studies
This research explored the effectiveness of using a hierarchical 2-PL item response theory (IRT) model to explain differential item functioning (DIF) according to item-level features. Explaining DIF in terms of variance attributable to construct-irrelevant item-level features would allow testing programs to improve item writing and item review processes to account for the features shown to predict DIF. Whereas previous research in this area has used classical test theory for scaling and logistic regression for DIF detection, this study explained DIF in terms of a hierarchical IRT model. Latent trait models are more widely used in operational testing programs; additionally, simultaneous estimation allows uncertainty in parameter estimates to be considered during the estimation of item-level features’ relationship with DIF and is more parsimonious than a two-stage model. This simulation study assessed the parameter recovery and stability of the proposed model across 36 different conditions created by varying four parameters: the strength of the correlation between the amount of DIF and the item-level features, the proportion of examinees in the reference group, and the mean and mixture probability of the mixture distribution used to sample items’ DIF. The model successfully recovered person and item parameters, differences in groups’ mean ability, and the relationship between the amount of DIF observed in an item and the presence of DIF-related item-level features. Model performance varied according to the values of the four parameters used to create conditions, especially the proportion of examinees in the reference group, which exhibited meaningful effect sizes in ANOVAs used to assess the parameters’ impact on MSE and affected the model’s power to detect DIF. When there were equal numbers of examinees in the reference and focal groups, the power to detect DIF increased, but at the expense of higher false positive rates and poorer precision.
2019-01-01T18:57:32Z
2019-01-01T18:57:32Z
2019-01-01T18:57:32Z
2018-05-31
Dissertation
http://dissertations.umi.com/ku:15778
http://hdl.handle.net/1808/27547
en
openAccess
Copyright held by the author.
University of Kansas
oai:kuscholarworks.ku.edu:1808/261402018-05-01T18:49:21Zcom_1808_1260com_1808_267col_1808_1952col_1808_16907
Local Optima in Diagnostic Classification Models
Lao, Hongling
Kingston, Neal
Hoffman, Lesa
Templin, Jonathan
Skorupski, William
Frey, Bruce
Educational tests & measurements
Educational psychology
diagnostic classification models
local optima
A Monte Carol simulation study was used to investigate the prevalence of local optima in Diagnostic classification models (DCMs) under multiple conditions. Five variables were manipulated, including model constraints, starting values, item effect size, attribute correlation, and mastery base rate. Model constraints had two categories (i.e., with and without). Starting values had five categories (i.e., true, random 1, random 2, extremely low, and extremely high). The other three independent variables were continuous, sampling from uniform distributions. Other related variables were fixed at simplified yet reasonable values to avoid interference. There were 1000 replications, each with three attributes, 18 items and 5000 examinees. The simulation design had three levels. Data were at the highest, followed by model constraints, while starting values at the lowest level. For each replication, the same data set was used to estimate parameters 10 times. Half of them were estimated with model constraints. Each had one of those five sets of starting values. The other half were estimated without model constraints, using the same starting values as those in the model with constraints condition. The convergence rate was similar across conditions: about 98 percent. Local optima were identified at each level. At the data level, 11.66 percent of converged replications were identified with local optima, which were exclusively located in the model with constraints condition. This indicated model without constraints had better estimation performance than the model with constraints. At the model constraints level, 74.75 percent of the converged replications were local optima in the model with constraints condition, whereas it was 0.31 percent for the model without constraints condition. This indicated local optima were much more prevalent while estimating with model constraints. At the starting values level, those in the model with constraints condition converged to different (and thus local) optima about 12 percent of the time when compared to all 10 estimations, and around 2 percent when compared to only five estimations, except for the extremely low starting values condition (78.97 and 76.34 percent respectively). The percentage was much lower in the model without constraints condition, ranging from 0 to 0.72. In conclusion, model constraints had a higher probability for convergence to local optima in general. The worst choice was to use extremely low starting values along with model constraints. As the model constraints were set at the lower limits for main effect and interaction, searching from the nearby boundary made the estimation more unreliable and unpredictable. In other conditions, using different sets of staring values made little impact on the local optima occurrence. Surprisingly, the extremely high starting values without model constraints performed the best, with the fewest local optima, even fewer than the estimations using true parameters as their starting values. In addition, with better item quality and higher proportion of attribute mastery, there were fewer local optima while estimated with constraints. Those variables had little impact while estimating without constraints. Suggestions were provided to practitioners based on the findings.
2018-03-09T22:02:31Z
2018-03-09T22:02:31Z
2018-03-09T22:02:31Z
2017-12-31
Dissertation
http://dissertations.umi.com/ku:15695
http://hdl.handle.net/1808/26140
https://orcid.org/0000-0002-4057-5840
en
openAccess
Copyright held by the author.
University of Kansas
oai:kuscholarworks.ku.edu:1808/341762023-05-13T06:07:06Zcom_1808_267col_1808_16907
The Influence of Climate on Flourishing and Motivational Outcomes for U.S. Masters Swimmers
Fry, Mary D.
Wineinger, Troy O.
Long, Haiying
Guivernau, Marta
Gano-Overway, Lori A.
Iwasaki, Susumu
Caring climate
Task-involving climate
Older adults
Effort
Enjoyment
Sport
The climate in which older adults exercise and participate in sport may play a role in promoting a lifetime commitment to exercising. However, little research has examined the relationship of caring (C) and task-involving (TI) climates, motivation, and well-being with respect to older adult athletes. The purpose of this study was to examine the relationship between Masters swimmers’ perceptions of the climate, effort, enjoyment, and flourishing as well as explore the mediating effects of effort and enjoyment on the relationship between climate and flourishing. U.S. Masters swimmers (n = 294; Mage = 63.57 years; 84.40% White) with 1–80 years of swimming experience (M = 34.54 years) participating in coach-led programs completed an online survey. The results of latent variable, multiple-mediator analyses via structural equation modeling revealed two important contributions to the literature: (1) when Masters swimmers perceived that they were in C and TI climates, they were more likely to report higher levels of effort and greater enjoyment and flourishing; (2) the Masters swimmers’ effort levels directly influenced their flourishing, mediating the relationship between climates and flourishing. This research has important implications for practice and policy, as U.S. Masters Swimming appears to be a fruitful avenue for promoting an enjoyable physical activity that can be experienced throughout a lifetime.
2023-05-12T16:07:17Z
2023-05-12T16:07:17Z
2023-05-12T16:07:17Z
2023-01-21
Article
Fry, M.D.; Wineinger, T.O.; Long, H.; Guivernau, M.; Gano-Overway, L.A.; Iwasaki, S. The Influence of Climate on Flourishing and Motivational Outcomes for U.S. Masters Swimmers. Int. J. Environ. Res. Public Health 2023, 20, 1990. https://doi.org/10.3390/ijerph20031990
https://hdl.handle.net/1808/34176
10.3390/ijerph20031990
https://orcid.org/0000-0003-2081-8566
PMC9915294
http://creativecommons.org/licenses/by/4.0/
openAccess
© 2023 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license.
MDPI
oai:kuscholarworks.ku.edu:1808/253672018-01-31T20:07:48Zcom_1808_1260com_1808_267col_1808_1952col_1808_16907
An Examination of Construct Bias in the Narcissistic Personality Questionnaire for Children-Revised (NPQC-R) across Culture, Gender, and Age
Loke, Wei Yang
Lowe, Patricia A.
Duan, Changming
Mendenhall, Amy N.
Mikinski, Tamara C.
Reynolds, Matthew R.
Personality psychology
Quantitative psychology
Developmental psychology
Age
Construct bias
Culture
Gender
Narcissism
NPQC-R
Construct bias in the Narcissistic Personality Questionnaire for Children – Revised (NPQC-R) was examined using the factor analytic and reliability methods among 701 Singapore and U.S. children and adolescents, ages 12 to 14 years. The NPQC-R is a 12-item measure that comprises of the Superiority and Exploitativeness subscales, and a Total scale. Results from the factor analytic method indicated that there was partial strong measurement invariance on the NPQC-R across culture (Singapore, U.S.) and gender (males, females), and strong measurement invariance on the NPQC-R across age (preadolescents, early adolescents). Also, a preponderance of evidence suggests that there is no construct bias across culture, gender, and age using the reliability methods based on an overlap in the 95% confidence interval of the internal consistency reliability estimates and tests of internal consistency reliability estimates using the Feldt technique between groups on the NPQC-R scale and subcale scores. Results from an examination of latent means indicated that U.S. students reported higher levels of Superiority compared to Singapore students, but no significant difference in the levels of Exploitativeness were found between groups. In addition, males and females had similar levels of Superiority, but males endorsed higher levels of Exploitativeness than females. Furthermore, preadolescents reported higher levels of Superiority compared to early adolescents, but no significant difference in the levels of Exploitativeness were found between the groups. Taken together, these results indicate no evidence of construct bias in the NPQC-R across culture, gender, and age. Limitations, future research directions, and practical implications of this study for practitioners (e.g., school psychologists) to become knowledgeable about the construct of narcissism, as measured by the NPQC-R is similar across culture, gender, and age, are discussed.
2017-11-16T03:25:14Z
2017-11-16T03:25:14Z
2017-11-16T03:25:14Z
2015-08-31
Dissertation
http://dissertations.umi.com/ku:13974
http://hdl.handle.net/1808/25367
en
openAccess
Copyright held by the author.
University of Kansas
oai:kuscholarworks.ku.edu:1808/117992018-02-14T18:05:49Zcom_1808_224com_1808_267col_1808_18181col_1808_16907
Self-perceived gender typicality, gender-typed attributes, and gender stereotype endorsement in elementary-school-aged-children
Patterson, Meagan M.
This study examined relations among self-perceived gender typicality, gender-typed attributes, and gender stereotype endorsement with a sample of elementary-school-aged children (N = 100, ages 6 to 12) from the Midwestern United States. Children who perceived themselves as more gender-typical were more interested in same-gender-typed activities and occupations and less interested in other-gender-typed activities and occupations than children who perceived themselves as less gender-typical. Gender typicality was linked to gender stereotype endorsement, as predicted based on Liben and Bigler’s (2002) dual-pathway model of gender development, with children who perceived themselves as less gender-typical having more egalitarian (less stereotyped) attitudes than children who perceived themselves as more gender-typical. The observed relations between gender-typed attributes and self-perceived gender typicality and between self-perceived gender typicality and gender stereotype endorsement did not differ across gender or age. These findings indicate that even young elementary-school-aged children use their knowledge of cultural gender roles to make subjective judgments regarding the self, and, conversely, that views of the self may influence personal endorsement of cultural gender stereotypes. Although the majority of extant research has focused on negative outcomes associated with low self-perceived gender typicality (e.g., low self-esteem), this research indicates that positive outcomes (e.g., flexible gender role attitudes) may also be associated with low self-perceived gender typicality.
2013-09-09T18:13:10Z
2013-09-09T18:13:10Z
2013-09-09T18:13:10Z
2012
Article
Patterson, Meagan M. (2012) Self-perceived gender typicality, gender-typed attributes, and gender stereotype endorsement in elementaryschool-aged children. Sex Roles, 67, 422-434.
http://hdl.handle.net/1808/11799
10.1007/s11199-012-0184-9
en
openAccess
Springer Verlag
oai:kuscholarworks.ku.edu:1808/180582019-02-26T01:06:16Zcom_1808_267col_1808_16907
Construct-Validity of the Engagement with Challenge Measure for Adolescents: Structural- and Criterion-Validity Evidence
Moore, E. Whitney G.
Hansen, David M.
Adolescent
Engagement
Challenge
Cognitive development
Out-of-school time
For adolescents, engaging with challenge is a key developmental task, hypothesized to support development of adult-like competencies (e.g., agency and self-direction; Larson, 2000). This study aimed to assess the construct-validity (structural- and concurrent-validity) of a new self-report measure assessing adolescents’ engagement with challenge to help researchers understand how different settings and the conditions in these settings support adolescents’ development. The sample consisted of 337 adolescents in 10 FFA programs along with the adult advisors in each program. Adolescents completed a questionnaire, which included the Engagement with Challenge measure and the following criterion variables: number of contests completed, participation frequency, and leadership roles. In addition to the self-reported criterion variables, the adult advisor evaluated Engagement with Challenge for each FFA student member in that program using a single item. The findings of this study provided strong evidence for the structural-validity of the engagement with challenge construct measured by the new scale, including having passed confirmatory factor analysis configural, weak, and strong invariance tests across four grade groupings. The findings also provided further evidence of construct-validity, as Engagement with Challenge correlated in the a priori hypothesized direction and magnitude. Suggestions for analysis with the new measure and for future research are presented.
2015-06-09T21:41:20Z
2015-06-09T21:41:20Z
2015-06-09T21:41:20Z
2012-10-22
Article
Moore, E.W.G. & Hansen, D. (2012). Construct-Validity of the Engagement with Challenge Measure for Adolescents: Structural- and Criterion-Validity Evidence. Psychology, 3(10), 923-933. http://dx.doi.org/10.4236/psych.2012.310139
http://hdl.handle.net/1808/18058
10.4236/psych.2012.310139
openAccess
Scientific Research Publishing
oai:kuscholarworks.ku.edu:1808/294922019-11-05T23:51:42Zcom_1808_1260com_1808_267col_1808_1952col_1808_16907
Exploring the Associations of Cultural Intelligence with Culturally Responsive Teaching Self Efficacy, Relevant Experiences, and Job Satisfaction in a sample of White American Teachers
Reintjes, Monica Lang
Patterson, Meagan M
Hansen, David
Peyton, Vicki
Ng, Jennifer
Duan, Changing
Educational psychology
Cultural Intelligence
Culturally Responsive Teaching Self Efficacy
Job Satisfaction
The idea of being “culturally intelligent” has become an established concept in the corporate world and now, more recently, moved into the realm of education. The most relevant questions for educators remain: How do some White educators become more culturally intelligent than others? Does cultural intelligence relate to effective teaching practices? The purpose of the study was to examine whether job satisfaction, culturally responsive teaching self-efficacy and relevant experiences (e.g., having studied abroad) related to cultural intelligence (CQ) in White teachers. Data was collected from practicing K-12 teachers in the U.S. who identified as White and non-Hispanic (N = 130). Results showed that all four aspects of CQ (i.e., behavioral, cognitive, metacognitive, and motivational) were positively correlated with culturally responsive teaching self-efficacy and relevant experiences. Three of the four CQ subscales (i.e., behavioral, metacognitive, and motivational) were positively correlated with teachers’ job satisfaction. In multiple regression analysis, motivational and metacognitive CQ were related to culturally responsive teaching self-efficacy, whereas motivational and cognitive CQ were significantly related to relevant experiences. In multiple regression analysis, motivational CQ was related to job satisfaction for teachers who taught in predominantly non-White schools. Multiple regression analysis indicated that CQ was not a significant predictor of job satisfaction for teachers in predominantly White schools. These results suggest that CQ may be a useful measure of cultural understanding for K-12 teachers.
2019-09-03T22:23:49Z
2019-09-03T22:23:49Z
2019-09-03T22:23:49Z
2019-05-31
Dissertation
http://dissertations.umi.com/ku:16346
http://hdl.handle.net/1808/29492
en
openAccess
Copyright held by the author.
University of Kansas
oai:kuscholarworks.ku.edu:1808/328022024-01-16T16:12:08Zcom_1808_267col_1808_16907
Dataset for measuring the conceptual understanding of optics in Rwanda [version 2; peer review: 2 approved]
Ndihokubwayo, Kizito
Ralph, Michael
Ndayambaje, Irénée
Uwamahoro, Jean
Light phenomenon
Optics
Conceptual understanding
Rwandan student
This dataset is an accumulation of data collected to test Rwandan physics students’ conceptual understanding of light phenomena and to assess instructional tools for active learning of optics. We collected and analysed data from 251 grade 11 (senior 5) students using our Light Phenomena Conceptual Assessment (LPCA) tool and from 136 grade 10 (senior 4) students using Geometric Optics Conceptual Understanding Test (GOCUT) in 2019. Before collecting data, we designed and validated LPCA and GOCUT, and tested their reliability. Data were collected before and after students learnt about the unit of light. Both day and boarding schools in rural and urban areas were included in our sampling. Data collected were test scores from students after performing a 30-item LPCA test or 25-item GOCUT test in 40 minutes. The data may be reused to extend students' understanding of optics concepts through item analysis, analysis of school characteristics such as location and school type, or by analysing students' characteristics such as subject combinations.
2022-07-05T20:15:12Z
2022-07-05T20:15:12Z
2022-07-05T20:15:12Z
2022-05-10
Article
Ndihokubwayo K, Ralph M, Ndayambaje I and Uwamahoro J. Dataset for measuring the conceptual understanding of optics in Rwanda [version 2; peer review: 2 approved] F1000Research 2022, 10:679 https://doi.org/10.12688/f1000research.53135.2
http://hdl.handle.net/1808/32802
10.12688/f1000research.53135.2
https://orcid.org/ 0000-0002-2566-8045
PMC35646325
http://creativecommons.org/licenses/by/4.0/
openAccess
© 2022 Ndihokubwayo K et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
F1000Research
oai:kuscholarworks.ku.edu:1808/245762019-02-26T01:07:00Zcom_1808_267col_1808_16907
Indirect and direct relations between aerobic fitness, physical activity, and academic achievement in elementary school students
Lambourne, Kate
Hansen, David M.
Szabo, Amanda N.
Lee, Jaehoon
Herrmann, Stephen D.
Donnelly, Joseph E.
Path analysis
Mediation
Weschler Individual Achievement Test-III
Progressive Aerobic Cardiovascular Endurance Run
BACKGROUND: There is evidence to suggest that increasing physical activity (PA) improves academic achievement (AA) in children and that aerobic fitness is associated with both cognitive function and AA. However, it is not known how these variables are interrelated and analyses with adequate control for socioeconomic variables are needed. It was hypothesized that PA would not directly affect AA but would have an indirect effect on AA through its effect on aerobic fitness. The purpose of this study was to test this hypothesized mediation using path analysis. METHODS: Cross-sectional data including AA, aerobic fitness, and daily PA assessed through accelerometry were collected from a large sample (N = 687) of 2nd and 3rd grade students. Demographic data were assessed via parent self-report. RESULTS: A total of 401 students wore the accelerometer for at least 10 hours on 3 days or more and were included in the final path analysis to evaluate potential relations among PA (predictor), aerobic fitness (mediator), and WIAT-III subtest standard scores (outcomes; i.e., reading, spelling, and mathematics). Findings showed a direct effect of PA on aerobic fitness (b = 0.009, p < 0.001) and an indirect effect (mediation) of PA via fitness on math achievement (b = 0.003, p < 0.01) after controlling for student’s grade, gender, body mass index, mother’s education level, and household income, as well as intraclass correlations among classes and schools. Neither PA nor aerobic fitness were correlated with WIAT-III reading or spelling scores. CONCLUSIONS: Mediation analysis indicated that PA exerted an influence on math achievement through its effects on aerobic fitness but was not associated with reading or spelling achievement scores.
2017-06-22T17:28:16Z
2017-06-22T17:28:16Z
2017-06-22T17:28:16Z
2013-10
Article
Lambourne, K., Hansen, D. M., Szabo, A. N., Lee, J., Herrmann, S. D., & Donnelly, J. E. (2013). Indirect and direct relations between aerobic fitness, physical activity, and academic achievement in elementary school students. Mental Health and Physical Activity, 6(3), 165–171. http://doi.org/10.1016/j.mhpa.2013.06.002
http://hdl.handle.net/1808/24576
10.1016/j.mhpa.2013.06.002
PMC4432844
http://creativecommons.org/licenses/by-nc-nd/4.0/
openAccess
This is an open access article under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs License 4.0 (CC BY-NC-ND 4.0), which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made.
Elsevier
oai:kuscholarworks.ku.edu:1808/314582021-02-24T09:01:03Zcom_1808_267col_1808_16907
Modeling Ecological Risk, Health Promotion, and Prevention Program Effects for Rural Adolescents
Wu, Qi
Guo, Shenyang
Evans, Caroline B. R.
Smokowski, Paul R.
Bacallao, Martica
Stalker, Katie C.
School-based intervention
Positive action
Adolescent functioning
Rural
Objective: Universal prevention programs such as Positive Action (PA) mitigate risk factors and enhance promotive factors, often leading to improved adolescent functioning and school climate. The current study used 5 waves of data to assess the impact of PA on adolescent mental health and perceptions of school climate 1 year after completion of the program in a sample of low-income, rural youth. Method: Following multiple imputation and propensity score analysis, we ran 4 (2-level) hierarchal linear models to examine program effects. Results: PA program participants reported significant increases in self-esteem and significant decreases in school hassles relative to youths who did not participate in PA. Participation in PA did not have a significant impact on internalizing symptoms or aggression. Risk factors across the adolescents’ ecology had a strong negative impact on the outcomes, and some promotive factors modestly bolstered adolescent functioning. Conclusions: Findings highlight the influence that risk factors—especially negative interpersonal conflicts—have on adolescent outcomes and indicate that, although PA can help improve adolescents’ perceptions of themselves and their school climate, the program might need to be tailored for use in low-income, rural areas.
2021-02-23T21:00:38Z
2021-02-23T21:00:38Z
2021-02-23T21:00:38Z
2019-01-25
Article
Modeling Ecological Risk, Health Promotion, and Prevention Program Effects for Rural Adolescents
Qi Wu, Shenyang Guo, Caroline B. R. Evans, Paul R. Smokowski, Martica Bacallao, and Katie C. Stalker Journal of the Society for Social Work and Research 2019 10:1, 35-68
http://hdl.handle.net/1808/31458
10.1086/701970
openAccess
© 2019 by the Society for Social Work and Research. All rights reserved.
University of Chicago Press
oai:kuscholarworks.ku.edu:1808/260442018-04-19T18:36:09Zcom_1808_1260com_1808_267col_1808_1952col_1808_16907
Stress, Coping, Occupational Attitudes, and Burnout Among Mental Health Practitioners
Harvey Letsch, Evelyn Edanna
Multon, Karen D
Krieshok, Thomas
Mikinski, Tamara
Hansen, David
Ginsberg, Rick
Psychology
Mental health
burnout
coping
job satisfaction
mental health
organizational commitment
stress
While the concept of stress has intrigued researchers for centuries, occupational stress is a relatively new area and found to be critical in the understanding of physical and psychological health as well as occupational attitudes and performance (Abbott, 1990; Cox, 1993; Lambert & Hogan, 2009; Lazarus & Folkman, 1984; Lloyd, King, & Chenoweth, 2002; Snow, Swan, Raghavan, Connell, & Klein, 2003; Väänänena, Anttilab, Turtiainena, & Varje, 2012). Due to the nature of their work, mental health practitioners are particularly susceptible to work stress and ensuing burnout and turnover. Previous research, guided by the transactional theory of stress and coping (Lazarus & Folkman, 1984), suggests that coping style mediates the impact of stress on the individual. As such, the paper starts with a review of stress and coping via the transactional theory, and then explores the impact on employee functioning. Subsequently, 150 mental health practitioners were sampled to examine stress, coping, and occupational attitudes. Results suggest that stress, coping, burnout, job satisfaction, and organizational commitment are significantly related, and that levels of stress, burnout, job satisfaction, and organizational commitment vary based on coping style, years of practice, work setting, and presenting client concerns. Furthermore, stress has direct effects on coping style, emotional exhaustion, and job satisfaction, while job satisfaction directly affects emotional exhaustion, depersonalization, and affective commitment.
2018-02-19T23:33:38Z
2018-02-19T23:33:38Z
2018-02-19T23:33:38Z
2017-05-31
Dissertation
http://dissertations.umi.com/ku:14766
http://hdl.handle.net/1808/26044
en
openAccess
Copyright held by the author.
University of Kansas
oai:kuscholarworks.ku.edu:1808/63972018-02-14T18:19:42Zcom_1808_224com_1808_267col_1808_18181col_1808_16907
When personal identities confirm versus conflict with group identities: Evidence from an intergroup paradigm
Patterson, Meagan M.
Bigler, Rebecca S.
Swann, William B., Jr.
This study provides an experimental investigation of the consequences of conflict between children's personal identities and experimentally manipulated group identities. Elementary-school-aged children (N = 82, ages 5-11) attending a summer school program rated their own academic and athletic abilities and were then randomly assigned to one of two novel groups. Children's views of the academic and athletic skills of the novel groups were assessed both before and after information about the groups' academic and athletic skills was manipulated via posters placed in their classrooms. Following the manipulation, children's self-views, ingroup identification, and intergroup attitudes were assessed. Results indicated that (a) in the absence of information about the novel groups, children projected their personal identities onto their ingroup identities, (b) children maintained their ingroup identities in the face of new information that should have altered their ingroup identities, and (c) more positive personal identities predicted ingroup bias, which in turn predicted happiness with one's ingroup membership. The latter finding suggests that a tendency for children to generalize from their idiosyncratic positive self-views, rather than an indiscriminate desire for self-enhancement or positivity, may be responsible for ingroup bias.
2010-07-14T20:34:09Z
2010-07-14T20:34:09Z
2010-07-14T20:34:09Z
2010
Other
Patterson, M. M., Bigler, R. S., & Swann, W. B., Jr. (2010). When personal identities confirm versus conflict with group identities: Evidence from an intergroup paradigm. European Journal of Social Psychology, 40, 652-670.
http://hdl.handle.net/1808/6397
10.1002/ejsp.747
en_US
http://www3.interscience.wiley.com/journal/123437881/abstract
openAccess
Wiley
oai:kuscholarworks.ku.edu:1808/269002018-10-25T19:31:07Zcom_1808_267com_1808_1260col_1808_16907col_1808_1951
The Translation and Translation Verification of the PIRLS Reading Questionnaires for Saudi Students
Alharbi, Fahad Abdullah
Poggio, John
Templin, Jonathan
Peyton, Vicki
Educational psychology
PIRLS
Translation
Verification
When translating psychological measures from their original language to another language, after translation an assumption is made that the measurement assesses the same construct(s) in the original language and for those in the group of the translated language. If this assumption is not met, a translation problem occured and then the measurements are not comparable across cultures because they are not assessing the same variables. This study investigated the quality and accuracy of select variable translations of the Progress in International Reading Literacy Study (PIRLS) for Saudi Arabian students. This study only focused on the quality of translation of three reading affective constructs (reading motivation, reading attitude, and reading confidence). In their translation and verification procedures, the IEA used the Expert Translation Method (ETM, Mullis et al., 2009); they did not use a common method (given citations here) known as Backward Translation Method (BTM, from English to Arabic and then from Arabic to English) as a step of translation validity from English to the Arabic language. This investigation conducted the Backward Translation Method as a step of validation to evaluate whether the final Arabic PIRLS affective scales version were the same for those three constructs. After comparing between the IEA ETM translation version and the BM translation version, the researcher found that certain items were translated by the IEA ETM for Saudi students were above their level of reading understanding and thus comprehension while other items were not semantically equivalent. Results of this study advise researchers to proceed with caution as some attitudinal affective items are not comparable across the two cultures and not within the Saudi culture.
2018-10-22T15:58:52Z
2018-10-22T15:58:52Z
2018-10-22T15:58:52Z
2017-05-31
Thesis
http://dissertations.umi.com/ku:15181
http://hdl.handle.net/1808/26900
en
openAccess
Copyright held by the author.
University of Kansas
oai:kuscholarworks.ku.edu:1808/260852018-07-24T16:09:31Zcom_1808_1260com_1808_267col_1808_1952col_1808_16907
A Psychometric Examination of the School Implementation Scale
Carter, Kayla Supon
Poggio, John P
Gaumer Erickson, Amy S
Hansen, David M
Rice, Suzanne
Saatcioglu, Argun
Skorupski, William P
Educational tests & measurements
Educational evaluation
Educational psychology
The purpose of this study is to further enhance the existing reliability and validity evidence related to the School Implementation Scale (SIS) and its use for evaluating the implementation of different integrated academic and behavior tiered Response-To-Intervention (RTI) models. Previous methodology conducted for validation of the instrument has been expanded to examine the factor structure of the measurement instrument and the relationship between those factors across two overall state-implemented educational initiatives and across two different types of integrated academic and behavior multi-tiered systems of support within and between two states. The exploratory and confirmatory factor analyses that have been conducted in both SPSS and Mplus on the five datasets (Midwestern Collaborative Work, Western Effective Behavioral and Instructional Support Systems, Midwestern School-Wide Positive Behavior Supports, Western Schoolwide Positive Behavioral and Instructional Supports or Response-To-Intervention, and both the Midwestern and Western states combined) consisting of the common 28 School Implementation Scale items reveals that the 4-factor structure specified for the SIS does not adequately fit any of the datasets. The SIS, however, initially consisted of 31 items. Statistical analysis of the 2014 Midwestern state’s dataset with 31 items also reveals that the data does not adequately fit the 4-factor structure specified for the SIS. Therefore, the 4-factor structure may have been an incorrectly specified model for the School Implementation Scale, and should be reviewed then revised. This study concludes that the SIS with its current 4-factor structure, for either 28 or 31 items, is not a valid and reliable measure of the implementation level of integrated academic and behavioral multi-tiered systems, and should not be used across various state populations and different forms of multi-tiered support systems.
2018-03-07T17:11:52Z
2018-03-07T17:11:52Z
2018-03-07T17:11:52Z
2017-12-31
Dissertation
http://dissertations.umi.com/ku:15627
http://hdl.handle.net/1808/26085
https://orcid.org/0000-0003-0802-726X
en
openAccess
Copyright held by the author.
University of Kansas
oai:kuscholarworks.ku.edu:1808/280322019-08-27T18:09:09Zcom_1808_1260com_1808_267col_1808_1952col_1808_16907
Modeling Dyadic Relationships within Social Networks: Latent Interdependence Models and Latent Non-Independence Models
Hu, Bo
Frey, Bruce
Templin, Jonathan
Peyton, Vicki
Hanson, David
Hoffman, Lesa
Quantitative psychology
Statistics
Educational tests & measurements
Bayesian estimation
dyadic data
latent inter-dependence model
latent non-independence model
social network analysis
Relational data in social networks reflect information regarding relationship constructs and the characteristics of networks. Traditional approaches in social network analysis (e.g., the p* models and the latent space models) are focused on understanding the roles of network’s characteristics in bringing about the data. The objective of this dissertation is to develop two psychometric models aimed at mapping observed dyadic relational data in social networks onto latent relational construct scores. The latent interdependence models (LAIDM) are based on a basic fact that dyadic data come from a mutual-rating process and are inter-dependent. Therefore, they can be explained by both rating-receiver’s and rating-sender’s latent traits. The latent non-independence models (LANIM) refine the explanatory mechanism by stressing that dyadic responses not only depend on dyad members’ latent traits, but also on the interaction between the latent traits of both sides. The interaction between dyad members’ latent traits is termed as latent non-independence, operationally defined as the similarity/dissimilarity between trait scores, and quantified by the Euclidean distance. To estimate both models, Bayesian estimation procedures using Markov chain Monte Carlo (MCMC) method were introduced. The efficacy of model parameterizations and model estimations were examined in a simulation study. The results of parameter recovery support the parameterization of both models and the effectiveness of Bayesian estimation procedures. The accuracy of model estimation was significantly improved when the network size grows. In addition, the results of cross-estimation suggest both models were robust to the violation of model parameterization.
2019-05-18T20:44:52Z
2019-05-18T20:44:52Z
2019-05-18T20:44:52Z
2018-12-31
Dissertation
http://dissertations.umi.com/ku:16261
http://hdl.handle.net/1808/28032
en
openAccess
Copyright held by the author.
University of Kansas
oai:kuscholarworks.ku.edu:1808/280272020-10-13T15:29:15Zcom_1808_1260com_1808_267col_1808_1952col_1808_16907
Growth Modeling in a Diagnostic Classification Model (DCM) Framework
Pan, Qianqian
Kingston, Neal M
Patterson, Meagan M
Templin, Jonathan
Skorupski, William P
Hoffman, Lesa
Educational tests & measurements
Diagnostic Classification Model
Growth Curve Model
Longitudinal Data
A multivariate longitudinal DCM is developed that is the composite of two components, the log-linear cognitive diagnostic model (LCDM) as the measurement model component that evaluates the mastery status of attributes at each measurement occasion, and a generalized multivariate growth curve model that describes the growth of each attribute over time. The proposed model represents an improvement in the current longitudinal DCMs given its ability to incorporate both balanced and unbalanced data and to measure the growth of a single attribute directly without assuming that attributes grow in the same pattern. One simulation study was conducted to evaluate the proposed model in terms of the convergence rates, the accuracy of classification, and parameter recoveries under different combinations of four design factors: the sample size, the growth patterns, the G matrix design, and the number of measurement occasions. The results revealed the following: (1) In general, the proposed model provided good convergence rates under different conditions. (2) Regarding the classification accuracy, the proposed model achieved good recoveries on the probabilities of attribute mastery. However, the correct classification rates depended on the cutpoint that was used to classify individuals. For individuals who truly mastered the attributes, the correct classification rates increased as the measurement occasions increased; however, for individuals who truly did not master the attributes, the correct classification rates decreased slightly as the numbers of measurement occasions increased. Cohen’s kappa increased as the number of measurement occasions increased. (3) Both the intercept and main effect parameters in the LCDM were recovered well. The interaction effect parameters had a relatively large bias under the condition with samll sample size and fewer measurement occasions; however, the recoveries were improved as the sample size and the number of measurement occasions increased. (4) Overall, the proposed model achieved acceptable recoveries on both the fixed and random effects in the generalized growth curve model.
2019-05-18T20:37:00Z
2019-05-18T20:37:00Z
2019-05-18T20:37:00Z
2018-12-31
Dissertation
http://dissertations.umi.com/ku:16199
http://hdl.handle.net/1808/28027
https://orcid.org/0000-0002-8675-0165
en
openAccess
Copyright held by the author.
University of Kansas
oai:kuscholarworks.ku.edu:1808/294812020-10-08T15:48:03Zcom_1808_1260com_1808_267col_1808_1952col_1808_16907
Within-Item Interactions in Bifactor Models for Ordered-Categorical Item Responses
Fager, Meghan Leigh
Templin, Jonathan L
Hansen, David M
Hoffman, Lesa R
Peyton, Vicki
Fleming, Kandace K
Johnson, Paul E
Educational tests & measurements
Quantitative psychology
Statistics
Bifactor model
interactions
latent variable modeling
model misspecification
moderation
multidimensional item response theory
Recent research in multidimensional item response theory has introduced within-item interaction effects between latent dimensions in the prediction of item responses. The objective of this study was to extend this research to bifactor models to include an interaction effect between the general and specific latent variables measured by an item. Specifically, this research investigates model building approaches to be used when estimating these effects in empirical data and the potential adverse impact of ignoring interaction effects when present in items modeled with the bifactor model. Two simulation studies were conducted with data generated to follow a bifactor 2-parameter normal ogive model and a bifactor graded response model without interaction effects and with varying numbers of items with interaction effects. Model parameters were then estimated from a bifactor model without interactions, with all possible interactions, and with interactions estimated to match the data-generated interactions. The data-generating model was generally favored in relative model comparisons, indexed by deviance information criteria (DIC). Item and respondent parameters were recovered best when the generating model matched the estimated model across all data-generating conditions. Item interaction parameters had small bias, absolute bias, and root mean squared errors decreased with a larger sample size. Regarding model refinement strategies, the highest density intervals and credible intervals correctly identified noninteracting items as not having an interaction at a higher rate compared to interacting items that were generated to have an interaction. A bifactor model with all, none, and reduced interactions was estimated in two empirical data sets with applications in educational measurement and psychological assessment. Results were evaluated in light of the poor performance of the parameter refinement and model comparison strategies investigated in the simulation studies. Implications of this research and future directions of study are discussed.
2019-09-03T21:58:30Z
2019-09-03T21:58:30Z
2019-09-03T21:58:30Z
2019-05-31
Dissertation
http://dissertations.umi.com/ku:16629
http://hdl.handle.net/1808/29481
https://orcid.org/0000-0001-6657-8516
en
openAccess
Copyright held by the author.
University of Kansas
oai:kuscholarworks.ku.edu:1808/88002018-02-14T18:16:59Zcom_1808_224com_1808_267col_1808_18181col_1808_16907
Student Characteristics Associated With Girls' Success in a Single-Sex School
Patterson, Meagan M.
Pahlke, Erin
Single-sex education
Gender
Achievement
Stereotyping
Given the mixed results of previous studies on the benefits of single-sex schooling, scholars have called for research on differences in the effects of single-sex schooling based on student and school characteristics. We sought to examine the associations of a range of student characteristics with attitudes and achievement among students attending an all-girls public middle school in the southwestern United States. Predictor variables included demographic factors (i.e., race, family income), prior academic achievement, gender stereotyping, and gender identity (i.e., gender typicality, peer preferences). Prior academic achievement predicted later achievement and persistence in the single-sex school. School-related stereotyping was associated with success in and connection to the single-sex school; school connection was also a significant moderator of the relation between stereotyping and academic performance. Gender-typed peer preferences were associated with school connection and persistence. Overall, results indicate that student characteristics, as well as issues of “fit” with the specific school, are associated with students’ connection to and success in single-sex educational environments.
2012-03-15T14:12:46Z
2012-03-15T14:12:46Z
2012-03-15T14:12:46Z
2011
Article
Patterson, M. M., & Pahlke, E. (2011). Student Characteristics Associated With Girls’ Success in a Single-Sex School. Sex Roles, 65, 737-750. http://dx.doi.org/10.1007/s11199-010-9904-1
http://hdl.handle.net/1808/8800
10.1007/s11199-010-9904-1
en_US
openAccess
Springer Verlag
oai:kuscholarworks.ku.edu:1808/308212020-11-11T09:00:56Zcom_1808_267col_1808_16907
Growth Modeling in a Diagnostic Classification Model (DCM) Framework–A Multivariate Longitudinal Diagnostic Classification Model
Pan, Qianqian
Qin, Lu
Kingston, Neal
Diagnostic classification model
Longitudinal data analysis
Growth model
Cognitive diagnostic assessment
Multivariate
A multivariate longitudinal DCM is developed that is the composite of two components, the log-linear cognitive diagnostic model (LCDM) as the measurement model component that evaluates the mastery status of attributes at each measurement occasion, and a generalized multivariate growth curve model that describes the growth of each attribute over time. The proposed model represents an improvement in the current longitudinal DCMs given its ability to incorporate both balanced and unbalanced data and to measure the growth of a single attribute directly without assuming that attributes grow in the same pattern. One simulation study was conducted to evaluate the proposed model in terms of the convergence rates, the accuracy of classification, and parameter recoveries under different combinations of four design factors: the sample size, the growth patterns, the G matrix design, and the number of measurement occasions. The results revealed the following: (1) In general, the proposed model provided good convergence rates under different conditions. (2) Regarding the classification accuracy, the proposed model achieved good recoveries on the probabilities of attribute mastery. However, the correct classification rates depended on the cut point that was used to classify individuals. For individuals who truly mastered the attributes, the correct classification rates increased as the measurement occasions increased; however, for individuals who truly did not master the attributes, the correct classification rates decreased slightly as the numbers of measurement occasions increased. Cohen's kappa increased as the number of measurement occasions increased. (3) Both the intercept and main effect parameters in the LCDM were recovered well. The interaction effect parameters had a relatively large bias under the condition with a small sample size and fewer measurement occasions; however, the recoveries were improved as the sample size and the number of measurement occasions increased. (4) Overall, the proposed model achieved acceptable recoveries on both the fixed and random effects in the generalized growth curve model.
2020-11-10T21:00:47Z
2020-11-10T21:00:47Z
2020-11-10T21:00:47Z
2020-08-07
Article
Pan, Q., Qin, L., & Kingston, N. (2020). Growth Modeling in a Diagnostic Classification Model (DCM) Framework-A Multivariate Longitudinal Diagnostic Classification Model. Frontiers in psychology, 11, 1714. https://doi.org/10.3389/fpsyg.2020.01714
http://hdl.handle.net/1808/30821
10.3389/fpsyg.2020.01714
PMC7438873
http://creativecommons.org/licenses/by/4.0/
openAccess
© 2020 Pan, Qin and Kingston.
Frontiers Media
oai:kuscholarworks.ku.edu:1808/135592019-02-26T01:06:43Zcom_1808_267col_1808_16907
Physical activity and academic achievement across the curriculum (A + PAAC): rationale and design of a 3-year, cluster-randomized trial
Donnelly, Joseph E.
Greene, Jerry L.
Gibson, Cheryl A.
Sullivan, Debra K.
Hansen, David M.
Hillman, Charles H.
Poggio, John
Mayo, Matthew S.
Smith, Bryan K.
Lambourne, Kate
Herrmann, Stephen D.
Scudder, Mark
Betts, Jessica L.
Honas, Jeffery J.
Washburn, Richard A.
Physical activity
Children
Academic achievement
Cluster-randomized trial
Cognitive function
Fitness
Attention to task
Background:
Improving academic achievement and reducing the rates of obesity in elementary school students are both of considerable interest. Increased physical activity during academic instruction time during school offers a potential intervention to address both issues. A program titled “Physical Activity Across the Curriculum” (PAAC) was developed in which classroom teachers in 22 elementary schools were trained to deliver academic instruction using physical activity with a primary aim of preventing increased BMI. A secondary analysis of data assessed the impact of PAAC on academic achievement using the Weschler Individual Achievement Test-II and significant improvements were shown for reading, math and spelling in students who participated in PAAC. Based on the results from PAAC, an adequately powered trial will be conducted to assess differences in academic achievement between intervention and control schools called, “Academic Achievement and Physical Activity Across the Curriculum (A + PAAC).”
Methods/design:
Seventeen elementary schools were cluster randomized to A + PAAC or control for a 3-year trial. Classroom teachers were trained to deliver academic instruction through moderate-to-vigorous physical activity with a target of 100+ minutes of A + PAAC activities per week. The primary outcome measure is academic achievement measured by the Weschler Individual Achievement Test-III, which was administered at baseline (Fall 2011) and will be repeated in the spring of each year by assessors blinded to condition. Potential mediators of any association between A + PAAC and academic achievement will be examined on the same schedule and include changes in cognitive function, cardiovascular fitness, daily physical activity, BMI, and attention-to-task. An extensive process analysis will be conducted to document the fidelity of the intervention. School and student recruitment/randomization, teacher training, and baseline testing for A + PAAC have been completed. Nine schools were randomized to the intervention and 8 to control. A random sample of students in each school, stratified by gender and grade (A + PAAC = 370, Control = 317), was selected for outcome assessments from those who provided parental consent/child assent. Baseline data by intervention group are presented.
Discussion:
If successful, the A + PAAC approach could be easily and inexpensively scaled and disseminated across elementary schools to improve both educational quality and health. Funding source: R01- DK85317. Trial registration: US NIH Clinical Trials, http://NCT01699295.
2014-04-18T15:20:06Z
2014-04-18T15:20:06Z
2014-04-18T15:20:06Z
2013-04-08
Article
Donnelly, Joseph E, Jerry L Greene, Cheryl A Gibson, Debra K Sullivan, David M Hansen, Charles H Hillman, John Poggio, et al. 2013. “Physical Activity and Academic Achievement across the Curriculum (A + PAAC): Rationale and Design of a 3-Year, Cluster-Randomized Trial.” BMC Public Health 13 . http://dx.doi.org/10.1186/1471-2458-13-307
http://hdl.handle.net/1808/13559
10.1186/1471-2458-13-307
http://creativecommons.org/licenses/by/2.0
openAccess
This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/2.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
BioMed Central
oai:kuscholarworks.ku.edu:1808/261122018-04-19T19:00:34Zcom_1808_1260com_1808_267col_1808_1952col_1808_16907
Integrating Intuition and Rationality: Development of a Post-Engagement Reflection to Enhance Career Decision-Making
Oertel, Cherie Elaine
Krieshok, Thomas S
Rasmussen, Heather
Duan, Changming
Frey, Bruce
Ng, Jennifer
Counseling psychology
career decision-making
informational interviews
intuition
mindfulness
ABSTRACT The Post-Engagement Reflection (PER; a mindfulness-based intervention) was developed for use after an occupational engagement activity with the purpose of enhancing awareness of intuitive data and facilitating the integration of System 1 (intuition) and System 2 (rationality) in career decision-making. Sixteen graduate students who were enrolled in a graduate course on career development participated in an experimental study that explored the effectiveness of the PER when employed after an informational interview. Students were divided into treatment and control groups and were matched based on their tendency to rely on experiential information when making decisions as measured by the Rational Experiential Inventory. After conducting informational interviews with individuals in the community, participants in the treatment group completed the PER while members of the control group completed a brief analog-type item where they rated how positively or negatively the informational interview went. Follow-up interviews were conducted by the researcher with all 16 participants to explore the impact of the intervention. Analysis of follow-up interviews revealed that individuals who completed the PER in conjunction with the interview mentioned more intuition-related information in response to open-ended questions than did controls. The results also revealed that individuals in the treatment group mentioned feeling excited about their future careers and talked about physical sensations and specific emotions considerably more often than did individuals in the control group. Finally, participants’ responses suggested additional ways that the PER may be beneficial which merit future study, including improved memory of the informational interview, enhanced motivation to remain occupationally engaged, and the perception that the PER served as a physical reminder of long-term career goals as well as a tool for alleviating self-doubt. Key words: mindfulness, intuition, career decision-making, informational interviews
2018-03-09T21:09:51Z
2018-03-09T21:09:51Z
2018-03-09T21:09:51Z
2017-8-31
Dissertation
http://dissertations.umi.com/ku:15440
http://hdl.handle.net/1808/26112
en
openAccess
Copyright held by the author.
University of Kansas
oai:kuscholarworks.ku.edu:1808/260422018-04-19T18:30:16Zcom_1808_1260com_1808_267col_1808_1952col_1808_16907
Understanding Recidivism: Comparing Juvenile-Only Offenders and Persistent Offenders
Vigil, Kaylee
Multon, Karen
Kerr, Barbara
Ginsberg, Rick
Duan, Changming
Poggio, John
Psychology
intervention
juvenile-only offenders
persistent offenders
prevention
recidivism
rehabilitation
In the recidivism literature, scholars have consistently shown strong continuity in offending from adolescence to adulthood with nearly half of all juvenile offenders continuing criminal engagement beyond age 18 (Le Blanc & Frechette, 1989; Loeber & Farrington, 2011). The motivation to understand criminal recidivism is not only fueled by research priorities, but also by policymakers and criminologists who pursue reform within the American justice system. In this paper, historical approaches to crime, research on criminal career patterns, theoretical explanations for recidivism, and prevention and intervention programs are reviewed. The study examined a number of recidivism factors to determine which variables best predict the likelihood that an individual is a persistent offender. Participants in the juvenile-only offender sample had significantly higher current family satisfaction and perceived social support scores, and significantly lower current criminal thinking scores than participants in the persistent offender sample. Logistic regression models revealed that current family satisfaction made a significant contribution to offender type prediction such that when current family satisfaction is raised by one unit, individuals become .98 times less likely to be a persistent offender. Support and positive relationships with are well supported in the literature as important, noteworthy components to leading crime-free lives and should be emphasized in prevention and intervention efforts to reduce recidivism rates.
2018-02-19T23:28:39Z
2018-02-19T23:28:39Z
2018-02-19T23:28:39Z
2017-05-31
Dissertation
http://dissertations.umi.com/ku:14338
http://hdl.handle.net/1808/26042
en
openAccess
Copyright held by the author.
University of Kansas
oai:kuscholarworks.ku.edu:1808/241202018-01-31T20:07:48Zcom_1808_1260com_1808_267col_1808_1952col_1808_16907
LEARNING THE PROBLEM-SOLVING PROCESS THROUGH CONSULTATION
Allen, Justin Paul
Lee, Steven W
Skorupski, William
Niileksela, Christopher
Shogren, Karrie
Templin, Jonathan
Educational psychology
consultation
problem-solving process
social problem-solving
transfer of the problem-solving process
Theories of school-based consultation posit that by using consultative services to resolve a difficult problem, the consultee will gain the ability to solve similar problems in the future. This study sought to examine if exposing participants to the consultation process results in increased understanding of the problem-solving process as well as higher scores on a measure of problem-solving orientation. Participants (N = 207) were randomly assigned to watch a video of a consultant and consultee using the consultation process to resolve a problem, a lecture style voice-over PowerPoint reviewing the steps of the problem-solving process, or a video of two individuals discussing a problem with components of neither the consultative, nor the problem-solving process included. The results of an omnibus F test revealed a statistically significant result across conditions on a measure of participants’ understanding of the problem-solving process; however, post-hoc analyses were not statistically significant. No statistically significant effects were noted on a measure of problem-solving orientation. Implications of these findings are considered.
2017-05-14T23:17:08Z
2017-05-14T23:17:08Z
2017-05-14T23:17:08Z
2016-12-31
Dissertation
http://dissertations.umi.com/ku:15042
http://hdl.handle.net/1808/24120
en
openAccess
Copyright held by the author.
University of Kansas
oai:kuscholarworks.ku.edu:1808/277072021-08-26T08:00:48Zcom_1808_267com_1808_7165col_1808_16907col_1808_7166
Adolescent Development in Context: Social, Psychological, and Neurological Foundations
Hansen, David M.
Bretl, Brandon L.
Amini, Bahaur
Increasingly, there is a tendency to characterize the teenage years as a time of general moral degeneration and deviance. This is unfortunate because the teenage years represent a key developmental period of the typical human lifespan, and from an evolutionary point of view, the actual characteristics that define adolescence represent critical learning opportunities. The increased sensitivity to social influences, identity formation, and social-emotional skills are just a few of such opportunities that require appropriate environments and contexts for optimal, healthy outcomes. Research in the field of adolescent development has not been immune to the negative stereotypes surrounding adolescence, and it is common to see researchers, either implicitly or explicitly, refer to adolescence as a high-risk, anomalous developmental stage that must be controlled, managed, or simply endured until adult-level abilities emerge spontaneously as a result of having survived an intrinsically tumultuous developmental time. More enlightened views of adolescence recognize that all biological adaptations have a cause and a purpose, and that the purpose of adolescence can be discerned from understanding the complex evolutionary history of humans as a group-based, family-based, highly social, sometimes competitive, abstract-thinking species.
Understanding the biological foundations of adolescence is meaningless if one does not also consider how biology and environment interact. In humans, these interactions are highly complex and involve not only immediate physical realities, but also social, cultural, and historical realities that create complex contexts and webs of interactions. Therefore, this textbook seeks to reconcile the biological and neurological foundations of human development with the psychological and sociological mechanisms that formed and continue to influence human developmental trajectories. To this end, we have divided the textbook into three main sections. The first, Foundations of Adolescent Development, introduces the historical science of studying adolescence and the biological foundations of puberty. The second section, Contexts of Adolescent Development, considers the primary contextual factors that influence developmental outcomes during adolescence. These include work and employment, peers, in-school and out-of-school contexts, leisure time, and the family. The final section, Milestones of Adolescent Development, addresses the primary psychological milestones that represent healthy adjustment to adult roles and responsibilities in society. The domains of these milestones include cognition and decision-making; identity, meaning, and purpose, moral development, and sexuality.
From an educational point of view, the objective of this textbook is to provide a resource that is capable of fostering advanced conceptual change and learning in the field of adolescent development in order to go beyond stereotypical portrayals of adolescence as a pathological condition. Organized in a manner designed to scaffold increasingly complex ideas, the textbook redefines adolescence a sensitive period of development characterized by phylogenetically derived experience-expectant states and complex interactions of biological, psychological, and social factors. The textbook draws from the latest advances in neuroscience and psychology to construct a practical framework for use in a wide range of academic and professional contexts, and it presents historical as well as contemporary research to accomplish a radical redefining of an often misunderstood and maligned developmental period.
2019-02-26T02:14:13Z
2019-02-26T02:14:13Z
2019-02-26T02:14:13Z
2019
Book
http://hdl.handle.net/1808/27707
http://creativecommons.org/licenses/by/4.0/
openAccess
This work is licensed under a Creative Commons Attribution 4.0 International License.
University of Kansas Libraries
oai:kuscholarworks.ku.edu:1808/315272024-01-16T16:42:58Zcom_1808_1260com_1808_267col_1808_1952col_1808_16907
The Relationship Between Hope and Stigma in the Decision to Seek Mental Health Treatment
Ternes, Michael Shawn
Krieshok, Thomas S
Cole, Brian P
Hensley, Kristen
Roberts, Michael C
Templin, Jonathan
Counseling psychology
decision-making
hope
mental health
self-stigma
treatment seeking
There is a significant disparity between the number of people who could benefit from mental health treatment and the number of people who seek mental health treatment. Barriers to treatment can include self-reliance and stoicism, a lack of trust for health providers, and, importantly, concern for stigma. Mental health self-stigma has been identified as a primary factor, yet there is a paucity of research examining self-stigma in context with other explicit and implicit influences on the decision-making process involved in a person’s decision to seek treatment. In this study, participants sourced from Amazon’s Mechanical Turk (n = 150) were randomly assigned to one of three study conditions to review and select options for navigating a mental health challenge, as well as report on characteristics such as hope, cognitive and psychological flexibility, distress tolerance, self-stigma, and situational and dispositional forms of rationality and intuition. Self-stigma was observed to have a large and significant association with the decision to seek treatment (β = -.494, p < .001). Hope, while not directly related to the decision to seek treatment (β = .010, p = .912), was related to other characteristics, such as cognitive flexibility (β = .433, p < .001), which did display a significant relationship with stigma (β = -.402, p = .001) and facets of distress tolerance. This study reveals hope and cognitive flexibility as potential avenues for intervention in an attempt to address stigma and promote mental health treatment.
2021-02-27T21:50:50Z
2021-02-27T21:50:50Z
2021-02-27T21:50:50Z
2018-08-31
Dissertation
http://dissertations.umi.com/ku:16080
http://hdl.handle.net/1808/31527
https://orcid.org/0000-0003-1117-7795
en
openAccess
Copyright held by the author.
University of Kansas
oai:kuscholarworks.ku.edu:1808/241182018-01-31T20:07:48Zcom_1808_1260com_1808_267col_1808_1952col_1808_16907
Occupational Engagement Variation Across Social Status: How Relationship Skills Moderate
Givens, Mary Eleanor
Krieshok, Thomas S.
Krieshok, Thomas S.
Multon, Karen
Vequist, Marciana
Skrtic, Tom
Duan, Changming
Occupational psychology
Educational psychology
occupational engagement
self differentiation
social class
socioeconomic status
The purpose of this study was to better understand variables that influence students of low socioeconomic status in their career development. The study was conceptualized on the basis of Super's (1957) assertion that environmental and individual factors interact to influence the course of a person’s career development. Differential social status, derived from Lent, Brown, and Hackett’s (1994) Social Cognitive Career Theory, includes: economic resources – basic needs, economic resources – amenities, social power, and social prestige; and was operationalized as the environmental variable in this study. Self-differentiation, a central construct of Bowen’s Family Systems Theory, includes: emotional reactivity, emotional cutoff, fusion with others, and ability to take an I-position; and was operationalized as the individual variable in this study. Differential social status and self-differentiation served as independent variables in a step-wise multiple regression analysis to predict amount of career exploration, operationalized by career engagement, a central construct of Krieshok and colleagues (2009) Trilateral Model of Adaptive Career Decision-Making. It was hypothesized that differentiation of self would moderate the relationship between social status and occupational engagement in a student sample of 560 university students. Further, it was hypothesized that self-differentiation would correlate positively with occupational engagement for students of lower socioeconomic status, with no such correlation for higher income students. Finally, self-differentiation was hypothesized to correlate inversely with social status. Results included no significant relationship between self-differentiation and social status; differentiation of self and social status each individually explained a statistically significant, though modest, amount of variance in occupational engagement; however no significant moderating relationship existed in terms of how self-differentiation affected the relationship between social status and occupational engagement. Implications for theory and practice, limitations, and directions for future research are discussed.
2017-05-14T23:12:34Z
2017-05-14T23:12:34Z
2017-05-14T23:12:34Z
2016-08-31
Dissertation
http://dissertations.umi.com/ku:14831
http://hdl.handle.net/1808/24118
en
openAccess
Copyright held by the author.
University of Kansas
oai:kuscholarworks.ku.edu:1808/315232021-03-05T16:53:56Zcom_1808_1260com_1808_267col_1808_1952col_1808_16907
Exploring Pathways of Western and East Asian Students’ Persistence in Learning: The Role of Learning Beliefs, Choice, and Internationalization of Learning Motivation
Wang, Yurou
Hansen, David
Patterson, Meagan
Zhao, Yong
Frey, Bruce
Duan, Changming
Fry, Mary
Educational psychology
Developmental psychology
Choice
Internalization
Learning beliefs
Persistence
Abstract This dissertation examines the widely spread assumption that East Asian students are more persistent than their American counterparts because they are more likely to believe that success results from efforts rather than innate ability. The examination was conducted through comparing the impact of three factors—learning beliefs, preference of choice, and internalization of learning motivation—on learning persistence between East Asian and American college students (Western and East Asian). Specifically, the dissertation reports findings of two related studies. The first study was the development of a new measurement scale Internalization of Learning Motivation Scale based on Self-determination theory. The second study was discovering the different pathways for Western and East Asian students towards persistence. The difference in internalization of learning motivation, learning beliefs, preference of choice and persistence between Western and East Asian college students was address. Confirmatory factor analysis was used to test the dimensionality and reliability of the scale, and Structural equation modeling were conducted to identify the relationships among all the factors. The new internalization scale was proved to be valid and reliable. The findings also suggested different pathways to persistence in learning between Western and East Asian students.
2021-02-27T21:44:11Z
2021-02-27T21:44:11Z
2021-02-27T21:44:11Z
2019-08-31
Dissertation
http://dissertations.umi.com/ku:16675
http://hdl.handle.net/1808/31523
en
openAccess
Copyright held by the author.
University of Kansas
oai:kuscholarworks.ku.edu:1808/4042018-12-17T20:50:21Zcom_1808_267col_1808_16907
Dissertation while on internship: Obstacles and predictors of progress
Krieshok, Thomas S.
Lopez, Shane J.
Somberg, Daniel R.
Cantrell, Peggy J.
Dissertation status of intern applicants is an issue for training directors and students alike. Two major concerns are that students may fail to finish the dissertation after the internship and that they may be distracted during internship while also working on the dissertation. The dissertation status and progress of 1,025 psychology interns is described, as well as obstacles to and predictors of dissertation progress, While 20% of all interns start the year with their dissertations complete, students who start internship with completed proposals make more dissertation progress while on internship than those beginning at preproposal stages.
2005-05-05T20:15:35Z
2005-05-05T20:15:35Z
2005-05-05T20:15:35Z
2000-06
Article
Krieshok, TS; Lopez, SJ; Somberg, DR; Cantrell, PJ. Dissertation while on internship: Obstacles and predictors of progress. PROFESSIONAL PSYCHOLOGY-RESEARCH AND PRACTICE. June 2000. 31(3):327-331
ISI:000087608700015
http://hdl.handle.net/1808/404
en_US
http://www.apa.org/pubs/journals/pro/index.aspx
openAccess
AMER PSYCHOLOGICAL ASSOC
oai:kuscholarworks.ku.edu:1808/337902023-02-15T09:01:09Zcom_1808_267col_1808_16907
Development and validation of a military fear avoidance questionnaire
Cooper, Carly
Frey, Bruce
Day, Charles
Fear-avoidance
Questionnaire
Military
Pain
Kinesiophobia
Musculoskeletal
Chronic pain due to musculoskeletal injury is one of the leading causes of disability and reduced combat readiness in the U.S. Army. Unidimensional pain management systems are not effective in addressing the complex phenomenon of pain-related disability. Growing evidence has supported use of the Fear Avoidance Model (FAM) as a suitable model to address pain-related disability and chronicity from a multidimensional pain neuroscience approach. While several fear avoidance measurement tools exist, one that addresses the complexity of the Army environment encouraged the authors to develop and test the reliability and validity of a military specific questionnaire. This study developed and validated an Army specific fear avoidance screening, the Return to Duty Readiness Questionnaire (RDRQ), which subsequently demonstrated good psychometric properties. Reliability coefficients demonstrate high internal consistency values both during pilot study (α = 0.96) and validation study (α = 0.94, ωt = 0.94). A Correlation Coefficient of 0.74 when compared with the Fear Avoidance Components Scale (FACS) suggests good concurrent validity. Future study should include replication in a new army population, investigation of responsiveness, test-retest reliability, structural validity and establishing severity scores with minimal clinically important differences to enhance utility.
2023-02-14T15:58:01Z
2023-02-14T15:58:01Z
2023-02-14T15:58:01Z
2022-10-03
Article
Cooper C, Frey B and Day C (2022) Development and validation of a military fear avoidance questionnaire. Front. Rehabilit. Sci. 3:979776. doi: 10.3389/fresc.2022.979776
http://hdl.handle.net/1808/33790
10.3389/fresc.2022.979776
PMC9574069
http://creativecommons.org/licenses/by/4.0/
openAccess
© 2022 Cooper, Frey and Day. This is an open access article distributed under the terms of the Creative Commons Attribution License (CC BY).
Frontiers Media
oai:kuscholarworks.ku.edu:1808/315212021-03-05T16:53:01Zcom_1808_1260com_1808_267col_1808_1952col_1808_16907
Observing racial socialization: How do White parent-child dyads talk about race?
Zucker, Jenna Kelley
Patterson, Meagan M
Developmental psychology
Educational psychology
colorblind
egalitarian
parental socialization
Whiteness
This paper explores the relationship among White parents’ racial socialization behaviors, their perceived socialization practices, and their children’s perceptions of those behaviors. In contrast with previous studies which have relied primarily on parental self-reports of socialization, I presented the parent-child dyad with two race-relevant news clips (i.e. NFL kneeling controversy and Confederate statue removal) and asked them to watch and discuss the clips. I then separated parent and child for independent interviews during which I asked what they had discussed, if they had talked about these or other issues before, and how the subject of race may be approached in their household. Participants were White parent-child dyads (N = 10) in Midwestern US college towns. Children were between the ages of 10-12. In addition to the observation and interviews, parents and children were also given racial socialization and racial bias measures. Results indicate that although parents express an interest and sense of comfort surrounding race-related conversations with their children, parents employed a combination of colorblind and color-conscious messages when discussing current events with their children. Other related themes also emerged in parent-child conversations about race, such as the role of the media, the current political climate, and race as a contemporary versus historical issue. This study uses a novel, mixed-methods approach to study how White parents discuss race, the messages they think they are sending, and ways in which their children perceive those messages. Little research has been done to look at the congruency between messages parents send and those the child perceives, especially with children in this age range.
2021-02-27T21:41:11Z
2021-02-27T21:41:11Z
2021-02-27T21:41:11Z
2019-08-31
Dissertation
http://dissertations.umi.com/ku:16678
http://hdl.handle.net/1808/31521
en
openAccess
Copyright held by the author.
University of Kansas
oai:kuscholarworks.ku.edu:1808/178172018-02-14T18:01:22Zcom_1808_267col_1808_16907
Validity of the CAGE in Screening for Problem Drinking in College Students
Heck, Edward J.
Lichtenberg, James W.
No abstract is available for this item.
2015-05-20T16:19:12Z
2015-05-20T16:19:12Z
2015-05-20T16:19:12Z
1990-07-01
Article
Heck, Edward J.; Lichtenberg, James W. (1990). "Validity of the CAGE in Screening for Problem Drinking in College Students." Journal of College Student Development, 31(4):359-364.
http://hdl.handle.net/1808/17817
openAccess
Johns Hopkins University Press
oai:kuscholarworks.ku.edu:1808/259532018-04-10T21:15:19Zcom_1808_267com_1808_1260col_1808_16907col_1808_1951
Promoting Growth Mindset in Middle School Students: An Intervention using Read-Alouds
Zakrajsek, Jenna Aliya
Patterson, Meagan M
Peyton, Vicki
Hansen, David
Educational psychology
Reading instruction
Education
character strengths
growth mindset
intervention
read aloud
The benefits of having a growth mindset have been extensively studied. The idea of “growth mindset” has become an established concept within American schools. The most current task in this area is figuring out how to create interventions that will promote this important growth mindset amongst students. The purpose of this study was to examine whether reading books out loud to a group of students (ages 10 to 12) could promote growth mindset. Read-alouds focused on specific mindset-related character traits and used those as an intervention to promote or increase growth mindset. Results showed that the read-aloud intervention was not effective in increasing students’ growth mindset or specific character strengths. In addition, findings did not support the proposed correlations between character strengths and growth mindset.
2018-02-18T19:01:40Z
2018-02-18T19:01:40Z
2018-02-18T19:01:40Z
2017-05-31
Thesis
http://dissertations.umi.com/ku:15297
http://hdl.handle.net/1808/25953
en
openAccess
Copyright held by the author.
University of Kansas
oai:kuscholarworks.ku.edu:1808/275732019-01-16T19:36:28Zcom_1808_267com_1808_1260col_1808_16907col_1808_1951
Educator-Targeted Bullying: Cross-Cultural Perspective
Qiao, Bixi
Harrington, Robert G
Moos, Felix
Lee, Seungyeon
Educational psychology
Educators bullied by students
Educator-Targeted Bullying
Students' bullying behaviors against teachers
Students bullying teachers
Teachers bullied by students
Teacher-targeted Bullying
Past research normally focused on students bullying their peers. Systematic research has not been conducted targeting students’ various bullying behaviors against teachers. The current study focused on understanding the issue which teachers are bullied by students. Both quantitative survey and qualitative focus group/interviews were conducted. American and Chinese teachers from elementary, middle, and high schools, were recruited for a self-created survey study. A pilot study was conducted regarding the survey, to ensure the clarity and understandability of the survey, by collecting reviewers’ feedback on the survey. Revisions were made on the survey after the pilot study. The survey included teachers’ experiences with students bullying teachers, teachers’ perception on the reasons for students bullying teachers, bullying policy, school safety. Further, focus group meeting was conducted with Chinese teachers, and individual interviews were conducted for American teachers to study further about their experiences with students bullying teachers, and to understand the cultural reasoning for students bullying teachers. Survey results showed that American teachers experienced mainly relational, verbal, physical, discriminatory bullying; Chinese teachers mainly experienced relational, verbal bullying. The majority of American teachers reported the bullying behavior to school administrators. But that was not the case for Chinese teachers. Both American and Chinese teachers showed concern regarding students imitating their parents’ negative behaviors against teachers. Qualitative results showed that both American and Chinese teachers reported they experienced or witnessed bullying behaviors from students, parents, administrators, or teachers. Both American and Chinese participants reported teachers are not highly respected in current teaching environment.
2019-01-01T20:00:58Z
2019-01-01T20:00:58Z
2019-01-01T20:00:58Z
2018-05-31
Thesis
http://dissertations.umi.com/ku:15756
http://hdl.handle.net/1808/27573
en
openAccess
Copyright held by the author.
University of Kansas